Colgate University STARS Snapshot - Sierra Club · Colgate University The following information was...

STARS Reporting Tool | AASHE Snapshot |

Colgate UniversityThe following information was submitted through the STARS Reporting Tool.

Date Submitted: March 16, 2015

STARS Version: 2.0

https://stars.aashe.org/

http://www.aashe.org



Table of ContentsInstitutional Characteristics 3

Institutional Characteristics 3

Academics 11

Curriculum 11

Research 38

Engagement 47

Campus Engagement 47

Public Engagement 78

Operations 96

Air & Climate 96

Buildings 105

Dining Services 114

Energy 121

Grounds 129

Purchasing 136

Transportation 149

Waste 161

Water 174

Planning & Administration 182

Coordination, Planning & Governance 182

Diversity & Affordability 202

Health, Wellbeing & Work 216

Investment 229

Innovation 237

Innovation 237

The information presented in this submission is self-reported and has not been verified by AASHE or a third party. If you believe any of

this information is erroneous, please see the process for inquiring about the information reported by an institution.



http://stars.aashe.org/pages/faqs/4105/?root_category=about#Erroneous_Data


Institutional Characteristics

Institutional Characteristics

The passthrough subcategory for the boundary

Credit

Institutional Boundary

Operational Characteristics

Academics and Demographics




Institutional Boundary

Criteria

This won't display

"---" indicates that no data was submitted for this field

Institution type:

Baccalaureate

Institutional control:

Private non-profit

Which campus features are present and included in the institutional boundary?:

Present? Included?

Agricultural school No No

Medical school No No

Pharmacy school No No

Public health school No No

Veterinary school No No

Satellite campus No No

Hospital No No

Farm larger than 5 acres or 2

hectaresNo No

Agricultural experiment station

larger than 5 acres or 2 hectaresNo No

Reason for excluding agricultural school:

---




Reason for excluding medical school:

---

Reason for excluding pharmacy school:

---

Reason for excluding public health school:

---

Reason for excluding veterinary school:

---

Reason for excluding satellite campus:

---

Reason for excluding hospital:

---

Reason for excluding farm:

---

Reason for excluding agricultural experiment station:

---

Narrative:

---




Operational Characteristics

Criteria

n/a

Submission Note:

COLGATE'S ELECTRICITY MIX

Coal = 2.3%

Oil = 0.1%

Natural Gas = 3.0%

Other Fossil Fuels = 0.1%

Biomass = 0.3%

Hydro = 88.9%

Nuclear = 4.9%

Wind = 0.4%

Solar = 0.0%

Geothermal = 0.0%

TOTAL = 100%

COLGATE'S HEATING MIX:

Wood chips = 217,180 MMBtus = 80%

Fuel Oil #6 = 32,310 MMBtus = 12%

Fuel Oil #2 = 23,120 MMBtus = 8%

*As of fall 2013, fuel oil #6 is no longer used on campus. From fall 2013 until fall 2014, we are using fuel oil #2 as our primary backup

to wood chips in our central plant. Natural gas will replace fuel oil #2 in the fall of 2014 as our back up fuel to wood chips.


Endowment size:

725,100,000 US/Canadian $

Total campus area:

1,780 Acres

IECC climate region:

Cold

Locale:

Small town

Gross floor area of building space:

2,201,316 Gross Square Feet




Conditioned floor area:

2,201,316 Square Feet

Floor area of laboratory space:

121,012 Square Feet

Floor area of healthcare space:

2,202 Square Feet

Floor area of other energy intensive space:

58,742 Square Feet

Floor area of residential space:

859,667 Square Feet

Electricity use by source::

Percentage of total electricity use (0-100)

Biomass 0.30

Coal 2.30

Geothermal 0

Hydro 88.90

Natural gas 3

Nuclear 4.90

Solar photovoltaic 0

Wind 0.40

Other (please specify and explain below) 0.20

A brief description of other sources of electricity not specified above:

---




Energy used for heating buildings, by source::

Percentage of total energy used to heat buildings (0-100)

Biomass 80

Coal 0

Electricity 0

Fuel oil 20

Geothermal 0

Natural gas 0

Other (please specify and explain below) 0

A brief description of other sources of building heating not specified above:

---




Academics and Demographics

Criteria

n/a


Number of academic divisions:

4

Number of academic departments (or the equivalent):

40

Full-time equivalent enrollment:

2,869

Full-time equivalent of employees:

950

Full-time equivalent of distance education students:

0

Total number of undergraduate students:

2,850

Total number of graduate students:

19

Number of degree-seeking students:

2,869

Number of non-credit students:

0

Number of employees:

2,869

Number of residential students:

2,619




Number of residential employees:

9

Number of in-patient hospital beds:

0




Academics

Curriculum

This subcategory seeks to recognize institutions that have formal education programs and courses that address sustainability. One of the

primary functions of colleges and universities is to educate students. By training and educating future leaders, scholars, workers, and

professionals, higher education institutions are uniquely positioned to prepare students to understand and address sustainability

challenges. Institutions that offer courses covering sustainability issues help equip their students to lead society to a sustainable future.

Credit

Academic Courses

Learning Outcomes

Undergraduate Program

Graduate Program

Immersive Experience

Sustainability Literacy Assessment

Incentives for Developing Courses

Campus as a Living Laboratory




Academic Courses

Responsible Party

John Pumilio

Director of Sustainability

Sustainability Office

Criteria

Part 1

Institution offers sustainability courses and/or courses that include sustainability and makes an inventory of those courses publicly

available.

Part 2

Institution’s academic departments (or the equivalent) offer sustainability courses and/or courses that include sustainability.

In order to report and earn points for this credit, the institution must conduct a course inventory. The inventory should consist of two

parts:

1) An inventory of sustainability courses that includes, at minimum, the title, department (or equivalent), and level of each course

(i.e. undergraduate or graduate), as well as a brief description if the sustainability focus of the course is not apparent from its title

2) An inventory of other courses that include sustainability. The inventory includes, at minimum, the title, department (or the

equivalent), and level of each course and a description of how sustainability is integrated into each course.

A course may be a sustainability course or it may include sustainability; no course should be identified as both:

• A sustainability course is a course in which the primary and explicit focus is on sustainability and/or on understanding or solving

one or more major sustainability challenge (e.g. the course contributes toward achieving principles outlined in the Earth Charter).

• A course that includes sustainability is primarily focused on a topic other than sustainability, but incorporates a unit or module on

sustainability or a sustainability challenge, includes one or more sustainability-focused activities, or integrates sustainability issues

throughout the course.

For guidance on conducting a course inventory and distinguishing between sustainability courses and courses that include sustainability,

see Standards and Terms and the Credit Example in the STARS Technical Manual. An institution that has developed a more refined

approach to course classification may use that approach as long as it is consistent with the definitions and guidance provided.

Each institution is free to choose a methodology to identify sustainability courses that is most appropriate given its unique circumstances.

Asking faculty and departments to self-identify sustainability courses and courses that include sustainability using the definitions outlined

in Standards and Terms or looking at the stated learning outcomes and course objectives associated with each course may provide a

richer view of sustainability course offerings than simply reviewing course descriptions, but it is not required.

This credit does not include continuing education and extension courses, which are covered by EN 11: Continuing Education.



http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html



Figures required to calculate the percentage of courses with sustainability content::

Undergraduate Graduate

Total number of courses offered by

the institution1,295 0

Number of sustainability courses

offered23 0

Number of courses offered that

include sustainability58 0

Number of academic departments (or the equivalent) that offer at least one sustainability course and/or course that

includes sustainability (at any level):

15

Total number of academic departments (or the equivalent) that offer courses (at any level):

40

Number of years covered by the data:

One

A copy of the institution’s inventory of its course offerings with sustainability content (and course descriptions):

---

An inventory of the institution's course offerings with sustainability content (and course descriptions):

SUSTAINABILITY COURSES:

Biology

Tropical Ecology/Tropical Ecology Extended Study (BIOL 332/332E)

Economics

Environmental Economics (ECON 228)

Natural Resource Economics (ECON 328)

Seminar in Resource and Environmental Economics (ECON 428)

Environmental Studies

Nature, Technology, and the Human Prospect (ENST 316)

Food (SOAN/ENST/CORE 319)

Renewable Energy: Research and Implementation/Alternative Energy:

Research and Implementation in Norway Extended Study (ENST 336/ENST 336E)




Managing Complexity: America’s Public Lands (ENST 344)

Community-based Study of Environmental Issues (ENST 390)

Human Impact on the Environment (undergoing name-change to Earth, Society, and Sustainability) (GEOG 121)

Climate and Society (GEOG 205)

Globalizing East Asia: Comparative Economic Geography (GEOG 313)

Population Issues and Analysis (GEOG 314)

Globalization, Development, and Environment (GEOG 320)

Gender, Justice, and Environmental Change (GEOG 321)

Water and Society (GEOG 325)

Geology

Earth Resources (GEOL/CORE 120S)

Liberal Arts Core Curriculum (spanning multiple departments/programs)

Energy and Sustainability (CORE 101S)

Ecology, Ethics, and Wilderness (CORE 114S)

Earth Resources (GEOL/CORE 120S)

Climate Change and Human History (CORE 123S)

Ecology and the Quality of the Environment (CORE 159S)


Religion

Religion, Science, and the Environment (RELG 236)

Sociology & Anthropology

Nature, Culture, and Politics (SOAN 245S)


COURSES THAT OFFER SUSTAINABILITY:

Asian Studies

Religion, Nature, and Environmentalism in South Asia (RELG 420)

Biology

Evolution, Ecology, and Diversity (BIOL 211/211L)

Ecosystem Ecology (BIOL 329/329L)

Conservation Biology (BIOL 330)

Field Ecology (BIOL 328/328L)

Limnology (BIOL 335/335L)

Investigations in Biodiversity, Community, and Ecosystem Ecology (BIOL 476)

Chemistry

Chem-Altered & Natural Environment (CHEM 100)

Environmental Chemistry (CHEM 477)

Economics

Economic Development (ECON 238)

Urban Economics (ECON 333)

Growth and Distribution (ECON 386)

Seminar in Economic Development (ECON 438)





Social Science Perspectives on Environmental Issues (ENST 101)

Earth and Environmental Processes (ENST/CORE 127/127L)

Environmental Ethics (ENST/PHIL 202)

Environmental Justice (ENST 232)

Global Environmental Health Issues (ENST 233)

Global Environmental Justice (ENST 321)

Environment and Community Health in Africa: A Case Study in Rural Uganda Extended Study (ENST 333) Community Based Study of

Environmental Issues (ENST 390)

Seminar in Environmental Studies (ENST 490)

Geography

Global Shift: Economy, Society, and Geography (GEOG 111)

Geopolitics (GEOG/PCON 310)

Urban Geography (GEOG 311)

Dispossession, Dislocation, and Disease: Geographies of Population Vulnerability (GEOG/PCON 317)

Ecologies of the City (GEOG 322)

Arctic Transformations (GEOG 323)

International Environmental Policy (GEOG 324)

Environmental Hazards (GEOG 326)

Australia’s Stolen Generations: The Legacies of Carrolup Extended Study (GEOG/PCON 327E)

Geology

Environmental Geology (GEOL 101/101L)

Hydrology and Surficial Geology (GEOL 210)

Coastal Geology (217/217L)

Stratigraphy and Sedimentation (GEOL 302/302L)

Environmental Economic Geology (GEOL 310)

Hydrogeology and Groundwater Pollution (GEOL 330)

Paleoclimatology (GEOL 350)

Seminar on Reefs/Tropical Field Course on Modern and Pleistocene Reefs (GEOL 415/415L) Marine Environments (GEOL 426)

Seminar on Acid Rain (GEOL 430)

History

American Environmental History (HIST 220)

Liberal Arts Core Curriculum (spanning multiple departments/programs)

Introduction to Environmental Chemistry (CORE 102S)

The Science and Potential Implications of Nanotechnology (CORE 105S)

Conserving Nature (CORE 107S)

Earth and Environmental Processes (ENST 100/100L; CORE 127/127L)

Global Change and You (CORE 128S)

Dangerous Earth: Science of Geologic Disasters (CORE 129S)

The Sixth Extinction (CORE 134S)

From the Atkins Diet to the Kyoto Treaty: Science, the News Media, and You (CORE 141S) Caribbean Ecology and Environmental

Concerns (CORE 154S)

The Air Up There (CORE 166S)

The Arctic (CORE 168C)

North American Indians (CORE 176C)




Marine Science – Freshwater Science

Limnology (BIOL 335/335L)

Coastal Geology (217/217L)

Stratigraphy and Sedimentation (GEOL 302/302L) Seminar on Reefs (GEOL 415)

Seminar on Reefs/Tropical Field Course on Modern and Pleistocene Reefs (GEOL 415/415L) Marine Environments (GEOL 426)

Native American Studies Program

North American Indians (CORE 176C)

Contemporary Issues in Native American Studies (NAST 302)

Peace and Conflict Studies Program

Geopolitics (GEOG/PCON 310)

Dispossession, Dislocation, and Disease: Geographies of Population Vulnerability (GEOG/PCON 317)

Religious Faith and Social Ethics (RELG/PCON 333)

Australia’s Stolen Generations: The Legacies of Carrolup (GEOG/PCON 327)

Philosophy

Environmental Ethics (ENST/PHIL 202)

Topics in Environmental Philosophy (PHIL 333)

International Ethics (PHIL 313)

Political Science

U.S. Environmental Politics PG (POSC 225)

Religion

Contemporary Issues and Values: Moral Conflicts in the 21st Century (RELG 201)

Religious Faith and Social Ethics (RELG/PCON 333)

Religion, Nature, and Environmentalism in South Asia (RELG 420)

Sociology & Anthropology

Globalization, Culture, and Everyday Life (SOAN 337)

The website URL where the inventory of course offerings with sustainability content is publicly available:

http://www.colgate.edu/docs/d_distinctly-colgate_sustainability/sustainability-in-higher-educat

ion-report-by-jenna-taylor.pdf?sfvrsn=0

A brief description of the methodology the institution followed to complete the course inventory:

Using the above definitions in combination with AASHE guidelines, senior Jenna Taylor examined Colgate courses in the 2012-2013

Colgate University Course Catalog to collect an inventory of sustainability-related and -focused courses. She met with each department

chair or program director to review the list of courses she created and to discuss their thoughts on the role of sustainability within their

division. After several professors inquired further about the requirements for a sustainability-related versus -focused courses, she

expanded the definitions for the classification of sustainability courses to the following:

• Sustainability-related courses: The course helps “build knowledge about a component of

sustainability or introduce students to sustainability concepts during part of the

course. ...[They may provide] students with in-depth knowledge of a particular aspect or

dimension of sustainability (such as the natural environment), ...a focus area (such as

renewable energy) for a student’s sustainability studies, or they may broaden students’



http://www.colgate.edu/docs/d_distinctly-colgate_sustainability/sustainability-in-higher-education-report-by-jenna-taylor.pdf?sfvrsn=0



understanding of sustainability from within different disciplines” (AASHE STARS,

2012, p. 43)

• Sustainability-focused courses: The course “provides valuable grounding in the concepts

and principles of sustainability. These courses educate students about how different

dimensions of sustainability relate to and support each other in theory and practice. In

addition, these courses help equip students with the skills to weave together disparate

components of sustainability in addressing complex issues” (AASHE STARS, 2012, p.

40)

How did the institution count courses with multiple offerings or sections in the inventory?:

---

A brief description of how courses with multiple offerings or sections were counted (if different from the options

outlined above):

---

Which of the following course types were included in the inventory?:

Yes or No

Internships ---

Practicums ---

Independent study ---

Special topics ---

Thesis/dissertation ---

Clinical ---

Physical education ---

Performance arts ---

Does the institution designate sustainability courses in its catalog of course offerings?:

---

Does the institution designate sustainability courses on student transcripts?:

---




Learning Outcomes

Responsible Party

John Pumilio



Criteria

Institution’s students graduate from degree programs that include sustainability as a learning outcome or include multiple sustainability

learning outcomes. Sustainability learning outcomes (or the equivalent) may be specified at:

• Institution level (e.g. covering all students)

• Division level (e.g. covering one or more schools or colleges within the institution)

• Program level

• Course level

This credit includes graduate as well as undergraduate programs. For this credit, “degree programs” include majors, minors,

concentrations, certificates, and other academic designations. Extension certificates and other certificates that are not part of academic

degree programs do not count for this credit; they are covered in EN 11: Continuing Education. Programs that include co-curricular

aspects may count as long as there is an academic component of the program. Learning outcomes at the course level count if the course is

required to complete the program.

This credit is inclusive of learning outcomes, institutional learning goals, general education outcomes, and graduate profiles that are

consistent with the definition of “sustainability learning outcomes” included in Standards and Terms.

Institutions that do not specify learning outcomes as a matter of policy or standard practice may report graduates from

sustainability-focused programs (i.e. majors, minors, concentrations and the equivalent as reported for AC 3: Undergraduate Program

and AC 4: Graduate Program) in lieu of the above criteria.


Number of students who graduated from a program that has adopted at least one sustainability learning outcome:

170

Total number of graduates from degree programs:

832

A copy of the list or inventory of degree, diploma or certificate programs that have sustainability learning outcomes:

---

A list of degree, diploma or certificate programs that have sustainability learning outcomes:




Environmental Geography, Environmental Biology, Environmental Geology, Environmental Economics, Environmental Studies (ENST),

Geography, Geology, Biology, and Peace and Conflict Studies

A list or sample of the sustainability learning outcomes associated with degree, diploma or certificate programs (if not

included in an inventory above):

---

The website URL where information about the institution’s sustainability learning outcomes is available:

http://www.colgate.edu/docs/d_distinctly-colgate_sustainability/sustainability-in-higher-educat

ion-report-by-jenna-taylor.pdf?sfvrsn=0






Undergraduate Program

Responsible Party

John Pumilio



Criteria

Institution offers at least one:

• Sustainability-focused program (major, degree program, or equivalent) for undergraduate students

And/or

• Undergraduate-level sustainability-focused minor or concentration (e.g. a concentration on sustainable business within a business

major).

Extension certificates and other certificates that are not part of academic degree programs do not count for this credit; they are covered in

EN 11: Continuing Education.


Does the institution offer at least one sustainability-focused major, degree program, or the equivalent for

undergraduate students?:

Yes

The name of the sustainability-focused, undergraduate degree program (1st program):


A brief description of the undergraduate degree program (1st program):

Colgate's environmental studies program is designed to enhance awareness of the complexity of regional and global environmental issues

and to underscore the consequences and impacts of the human experience on the environment. Students in the program learn to think,

speak, and write clearly and articulately about environmental issues from a variety of perspectives.

The program is interdisciplinary, and our passionate faculty are drawn from a number of departments. As a result, you get the benefit of

instruction from a variety of disciplines and perspectives, as well as the ability to conduct research that crosses traditional disciplinary

boundaries.

The program administers five majors:

Environmental biology

Environmental economics

Environmental geography




Environmental geology

Environmental studies

The website URL for the undergraduate degree program (1st program):

http://www.colgate.edu/academics/departments-and-programs/environmental-studies

The name of the sustainability-focused, undergraduate degree program (2nd program):

---

A brief description of the undergraduate degree program (2nd program):

---

The website URL for the undergraduate degree program (2nd program):

---

The name of the sustainability-focused, undergraduate degree program (3rd program):

---

A brief description of the undergraduate degree program (3rd program):

---

The website URL for the undergraduate degree program (3rd program):

---

The name and website URLs of all other sustainability-focused, undergraduate degree program(s):

---

Does the institution offer one or more sustainability-focused minors, concentrations or certificates for undergraduate

students?:

No

The name of the sustainability-focused undergraduate minor, concentration or certificate (1st program):

---

A brief description of the undergraduate minor, concentration or certificate (1st program):

---



http://www.colgate.edu/academics/departments-and-programs/environmental-studies


The website URL for the undergraduate minor, concentration or certificate (1st program):

---

The name of the sustainability-focused undergraduate minor, concentration or certificate (2nd program):

---

A brief description of the undergraduate minor, concentration or certificate (2nd program):

---

The website URL for the undergraduate minor, concentration or certificate (2nd program):

---

The name of the sustainability-focused undergraduate minor, concentration or certificate (3rd program):

---

A brief description of the undergraduate minor, concentration or certificate (3rd program):

---

The website URL for the undergraduate minor, concentration or certificate (3rd program):

---

The name, brief description and URL of all other undergraduate-level sustainability-focused minors, concentrations

and certificates:

---




Graduate Program

Responsible Party

John Pumilio



Criteria

Institution offers at least one:

• Sustainability-focused program (major, degree program, or equivalent) for graduate students

And/or

• Graduate-level sustainability-focused minor, concentration or certificate (e.g. a concentration on sustainable business within an

MBA program).

Extension certificates and other certificates that are not part of academic degree programs do not count for this credit; they are covered in

EN 11: Continuing Education.


Does the institution offer at least one sustainability-focused major, degree program, or the equivalent for graduate

students?:

---

The name of the sustainability-focused, graduate-level degree program (1st program):

---

A brief description of the graduate degree program (1st program):

---

The website URL for the graduate degree program (1st program) :

---

The name of the sustainability-focused, graduate-level degree program (2nd program):

---

A brief description of the graduate degree program (2nd program):




---

The website URL for the graduate degree program (2nd program):

---

The name of the sustainability-focused, graduate-level degree program (3rd program):

---

A brief description of the graduate degree program (3rd program):

---

The website URL for the graduate degree program (3rd program):

---

The name and website URLs of all other sustainability-focused, graduate-level degree program(s):

---

Does the institution offer one or more graduate-level sustainability-focused minors, concentrations or certificates?:

---

The name of the graduate-level sustainability-focused minor, concentration or certificate (1st program):

---

A brief description of the graduate minor, concentration or certificate (1st program):

---

The website URL for the graduate minor, concentration or certificate (1st program):

---

The name of the graduate-level sustainability-focused minor, concentration or certificate (2nd program):

---

A brief description of the graduate minor, concentration or certificate (2nd program):

---

The website URL for the graduate minor, concentration or certificate (2nd program):

---




The name of the graduate-level sustainability-focused minor, concentration or certificate (3rd program):

---

A brief description of the graduate minor, concentration or certificate (3rd program):

---

The website URL for the graduate minor, concentration or certificate (3rd program):

---

The name and website URLs of all other graduate-level, sustainability-focused minors, concentrations and

certificates:

---




Immersive Experience

Responsible Party

John Pumilio



Criteria

Institution offers at least one immersive, sustainability-focused educational study program. The program is one week or more in length

and may take place off-campus, overseas, or on-campus.

For this credit, the program must meet one or both of the following criteria:

• It concentrates on sustainability, including its social, economic, and environmental dimensions

And/or

• It examines an issue or topic using sustainability as a lens.

For-credit programs, non-credit programs and programs offered in partnership with outside entities may count for this credit. Programs

offered exclusively by outside entities do not count for this credit.

See the Credit Example in the STARS Technical Manual for further guidance.


Does the institution offer at least one immersive, sustainability-focused educational study program that meets the

criteria for this credit?:

Yes

A brief description of the sustainability-focused immersive program(s) offered by the institution:

Colgate offers a series of Extended Study opportunities which provide an immersive experience for students. As participants in an

extended study, students attend class together for the full semester, then travel with the faculty member teaching the course to continue

the study on location for 2-3 weeks. Extended study opportunities at Colgate that are sustainability-focused take students to Uganda,

Norway, Costa Rica, Australia, Japan, Bangladesh and Russia.

Colgate also offers two sustainability-related semester-long off campus study opportunities in Australia and Santa Fe, New Mexico.

The website URL where information about the immersive program(s) is available:

http://www.colgate.edu/academics/off-campus-study/extended-studies



http://www.colgate.edu/academics/off-campus-study/extended-studies


Sustainability Literacy Assessment

Responsible Party

John Pumilio



Criteria

Institution conducts an assessment of the sustainability literacy of its students. The sustainability literacy assessment focuses on

knowledge of sustainability topics and may also address values, behaviors and/or beliefs. Assessments that focus exclusively on values,

behaviors and/or beliefs are not sufficient to earn points for this credit.

Institution may conduct a follow-up assessment of the same cohort group(s) using the same instrument.

This credit includes graduate as well as undergraduate students.


The percentage of students assessed for sustainability literacy (directly or by representative sample) and for whom a

follow-up assessment is conducted:

0

The percentage of students assessed for sustainability literacy (directly or by representative sample) without a

follow-up assessment:

0

A copy of the questions included in the sustainability literacy assessment(s):

---

The questions included in the sustainability literacy assessment(s) :

NA

A brief description of how the assessment(s) were developed:

NA

A brief description of how the assessment(s) were administered:

NA




A brief summary of results from the assessment(s):

NA

The website URL where information about the literacy assessment(s) is available:

---




Incentives for Developing Courses

Responsible Party

John Pumilio



Criteria

Institution has an ongoing program or programs that offer incentives for faculty in multiple disciplines or departments to develop new

sustainability courses and/or incorporate sustainability into existing courses or departments. The program specifically aims to increase

student learning of sustainability.

Incentives may include release time, funding for professional development, and trainings offered by the institution.

Incentives for expanding sustainability offerings in academic, non-credit, and/or continuing education courses count for this credit.


Does the institution have an ongoing incentives program or programs that meet the criteria for this credit?:

No

A brief description of the program(s), including positive outcomes during the previous three years:

No program currently exists.

A brief description of the incentives that faculty members who participate in the program(s) receive:

No faculty participate in this nonexistent program.

The website URL where information about the incentive program(s) is available:

---




Campus as a Living Laboratory

Responsible Party

John Pumilio



Criteria

Institution is utilizing its infrastructure and operations for multidisciplinary student learning, applied research and practical work that

advances sustainability on campus in at least one of the following areas:

• Air & Climate

• Buildings

• Dining Services/Food

• Energy

• Grounds

• Purchasing

• Transportation

• Waste

• Water

• Coordination, Planning & Governance

• Diversity & Affordability

• Health, Wellbeing & Work

• Investment

• Public Engagement

• Other

This credit includes substantive work by students and/or faculty (e.g. class projects, thesis projects, term papers, published papers) that

involves active and experiential learning and contributes to positive sustainability outcomes on campus (see the Credit Example in the

STARS Technical Manual). On-campus internships and non-credit work (e.g. that take place under supervision of sustainability staff or

committees) may count as long as the work has a learning component.

This credit does not include immersive education programs, co-curricular activities, or community-based work, which are covered by AC

5: Immersive Experience, credits in the Campus Engagement subcategory, and credits in the Public Engagement subcategory,

respectively.

Submission Note:

ENST 390 (Community-based Study of Environmental Issues) is a project-based, interdisciplinary course that examines current

environmental issues in the context of community-based learning. Students in this course take on semester-long research projects that

help advance our campus sustainability program and operations. Topics for investigation are selected by faculty in conjunction with

Colgate's director of sustainability, the Upstate Institute, or directly with local and regional agencies or organizations. Students get




practical experience working in interdisciplinary teams to examine environmental issues with a goal of developing relevant

recommendations. Examples of recent research projects include:

• Examining Sustainable Coffee Production and Consumption on Colgate University's Campus by Jessica Hootz '13, Elise

Sidamon-Eristoff '13, and Mary Spetsieris '13.

• The Feasibility of a Green Roof at Colgate University by Jesse Reiber '13, Carolyn Savoldelli '13, and Jenna Taylor '13.

• Colgate University and the Village of Hamilton Becoming an EPA Green Power Community by Sophie Rudolph '13, Chris Barry '13,

and Tyler Swiggett '13.

• Assessing Colgate University's Sustainability Through Building Performance by Scott Brayden '13, Brendan Karson '13, and Carly

Trainor '14.

• The Sustainable Seasonal Sandwich Sensation: Providing a Local Food Option at Colgate University by Nick Pawlush '13, Danny

Werber '13, and Caroline Williams '13.

• Economic, Ecological, and Social Feasibility of Zero-Waste Colgate Commencement by Sarah Cochran '13, Carly Keller '13, and

Sarah Vondracek '13.

• Reforestation at Colgate University by Sarah Ellis, Cassidy Holohan, Becca Robinson, Jared Madison and Jenna Klynstra.

• Water Use at Colgate by Cassie Lawson, Joe Coplan, Bess Magnuson, Annemarie Heinrich, Scott Coates and Jason Hinder.

• LEED Certification of the Trudy Fitness Center by Anna Cvitkovic, Ian Dombroski, Sonya Falcone, Mark Janett and Chris Mahoney.

• The Replacement of Fuel Oil #6 at Colgate University by Steve Dickinson, Mike Girard, Jeffrey Ledwick, Alexandra Hite, Christine

Hebert and Rebecca Roberts.

• Biomass: this group is researching the sustainability of Colgate's current supply of woodchips and will consider recommendations for

improving Colgate's supply of biomass.

• Vehicle Fleet: this group is looking into the environmental, social, and economic feasibility of incorporating electric or hybrid vehicles

into Colgate's vehicle fleet.

• Paper Use: this group is researching Colgate's current use of paper on campus and analyzing which types of paper are most sustainable

(i.e. recycled, tree-free, etc.)

• Trayless Operations: this group is looking into the social, environmental, and economic feasibility of trayless dining operations in

Frank Dining Hall.

• Alternative Transportation: this group explored commuting behaviors on campus and ways to reduce single occupancy vehicle travel.

Their work assisted and provided relevant data for the Climate Action Plan Ground Transportation Subcommittee.

• Fostering Sustainable Behavior: this group explored the new and emerging discipline of how to encourage behaviors that advance

sustainability on campus. They focused on recycling behaviors that helped inform my office regarding the best approaches to increasing

recycling rates on campus.

• Local Foods: this group explored the barriers and opportunities to increasing local food options in our campus dining halls.

• Carbon Offsets: this group investigated and evaluated the voluntary carbon offsets market. Their recommendations helped inform the

work of the Climate Action Plan Offsets Subcommittee.

• Climate Action Plan: defining and evaluating climate action plans. This group is looking at how ACUPCC defines a Climate Action

Plan and evaluates the key elements of existing climate action plans. This research will provide valuable insight into Colgate’s climate

action planning work.


Is the institution utilizing the campus as a living laboratory in the following areas?:

Yes or No

Air & Climate Yes




Buildings Yes

Dining Services/Food Yes

Energy Yes

Grounds Yes

Purchasing Yes

Transportation Yes

Waste Yes

Water Yes

Coordination, Planning & Governance Yes

Diversity & Affordability No

Health, Wellbeing & Work No

Investment Yes

Public Engagement Yes

Other No

A brief description of how the institution is using the campus as a living laboratory for Air & Climate and the positive

outcomes associated with the work:

ENST 390 Student Research Projects:

Carbon Offsets: this group investigated and evaluated the voluntary carbon offsets market. Their recommendations helped inform the

work of the Climate Action Plan Offsets Subcommittee.

Climate Action Plan: defining and evaluating climate action plans. This group is looking at how ACUPCC defines a Climate Action Plan

and evaluates the key elements of existing climate action plans. This research will provide valuable insight into Colgate’s climate action

planning work.

A brief description of how the institution is using the campus as a living laboratory for Buildings and the positive






LEED Certification of the Trudy Fitness Center by Anna Cvitkovic, Ian Dombroski, Sonya Falcone, Mark Janett and Chris Mahoney.

Assessing Colgate University's Sustainability Through Building Performance by Scott Brayden '13, Brendan Karson '13, and Carly

Trainor '14.

The Feasibility of a Green Roof at Colgate University by Jesse Reiber '13, Carolyn Savoldelli '13, and Jenna Taylor '13.

A brief description of how the institution is using the campus as a living laboratory for Dining Services/Food and the

positive outcomes associated with the work:


Examining Sustainable Coffee Production and Consumption on Colgate University's Campus by Jessica Hootz '13, Elise

Sidamon-Eristoff '13, and Mary Spetsieris '13.

The Sustainable Seasonal Sandwich Sensation: Providing a Local Food Option at Colgate University by Nick Pawlush '13, Danny Werber

'13, and Caroline Williams '13.

Trayless Operations: this group is looking into the social, environmental, and economic feasibility of trayless dining operations in Frank

Dining Hall.

Local Foods: this group explored the barriers and opportunities to increasing local food options in our campus dining halls.

A brief description of how the institution is using the campus as a living laboratory for Energy and the positive



The Replacement of Fuel Oil #6 at Colgate University by Steve Dickinson, Mike Girard, Jeffrey Ledwick, Alexandra Hite, Christine

Hebert and Rebecca Roberts.

Biomass: this group is researching the sustainability of Colgate's current supply of woodchips and will consider recommendations for

improving Colgate's supply of biomass.

Colgate University and the Village of Hamilton Becoming an EPA Green Power Community by Sophie Rudolph '13, Chris Barry '13, and

Tyler Swiggett '13.

A brief description of how the institution is using the campus as a living laboratory for Grounds and the positive



Reforestation at Colgate University by Sarah Ellis, Cassidy Holohan, Becca Robinson, Jared Madison and Jenna Klynstra.

A brief description of how the institution is using the campus as a living laboratory for Purchasing and the positive






Paper Use: this group is researching Colgate's current use of paper on campus and analyzing which types of paper are most sustainable

(i.e. recycled, tree-free, etc.)

Vehicle Fleet: this group is looking into the environmental, social, and economic feasibility of incorporating electric or hybrid vehicles


A brief description of how the institution is using the campus as a living laboratory for Transportation and the



Alternative Transportation: this group explored commuting behaviors on campus and ways to reduce single occupancy vehicle travel.

Their work assisted and provided relevant data for the Climate Action Plan Ground Transportation Subcommittee.

Vehicle Fleet: this group is looking into the environmental, social, and economic feasibility of incorporating electric or hybrid vehicles


A brief description of how the institution is using the campus as a living laboratory for Waste and the positive



Economic, Ecological, and Social Feasibility of Zero-Waste Colgate Commencement by Sarah Cochran '13, Carly Keller '13, and Sarah

Vondracek '13.

A brief description of how the institution is using the campus as a living laboratory for Water and the positive



Water Use at Colgate by Cassie Lawson, Joe Coplan, Bess Magnuson, Annemarie Heinrich, Scott Coates and Jason Hinder.

The Feasibility of a Green Roof at Colgate University by Jesse Reiber '13, Carolyn Savoldelli '13, and Jenna Taylor '13.

A brief description of how the institution is using the campus as a living laboratory for Coordination, Planning &

Governance and the positive outcomes associated with the work:


Sustainability and Climate Action Plan: a comparative analysis as to what makes a quality climate action plan.

A brief description of how the institution is using the campus as a living laboratory for Diversity & Affordability and

the positive outcomes associated with the work:

---

A brief description of how the institution is using the campus as a living laboratory for Health, Wellbeing & Work




and the positive outcomes associated with the work:

---

A brief description of how the institution is using the campus as a living laboratory for Investment and the positive


Environmental Economics Student Research Project:

Investing in renewable energy and divesting from fossil fuels at Colgate University through our endowment portfolio.

A brief description of how the institution is using the campus as a living laboratory for Public Engagement and the



Fostering Sustainable Behavior: this group explored the new and emerging discipline of how to encourage behaviors that advance

sustainability on campus. They focused on recycling behaviors that helped inform my office regarding the best approaches to increasing

recycling rates on campus.

A brief description of how the institution is using the campus as a living laboratory in Other areas and the positive


---

The website URL where information about the institution’s campus as a living laboratory program or projects is

available:

---




Research

This subcategory seeks to recognize institutions that are conducting research on sustainability topics. Conducting research is a major

function of many colleges and universities. By researching sustainability issues and refining theories and concepts, higher education

institutions can continue to help the world understand sustainability challenges and develop new technologies, strategies, and approaches

to address those challenges.

Credit

Academic Research

Support for Research

Access to Research




Academic Research

Responsible Party

John Pumilio



Criteria

Part 1

Institution’s faculty and/or staff conduct sustainability research and the institution makes an inventory of its sustainability research

publicly available.

Part 2

Institution’s academic departments (or the equivalent) include faculty and staff who conduct sustainability research.

Any level of sustainability research is sufficient to be included for this credit. In other words, a researcher who conducts both

sustainability research and other research may be included.

In order to report for this credit, the institution should conduct an inventory to identify its sustainability research activities and initiatives.

Each institution is free to choose a methodology to identify sustainability research that is most appropriate given its unique circumstances.

For example, an institution may distribute a survey to all faculty members and ask them to self-identify as being engaged in sustainability

research or ask the chairperson of each department to identify the sustainability research activities within his or her department. The

research inventory should be based on the definition of “sustainability research” outlined in Standards and Terms and include, at

minimum, all research centers, laboratories, departments, and faculty members whose research focuses on or is related to sustainability.


Number of the institution’s faculty and/or staff engaged in sustainability research:

41

Total number of the institution’s faculty and/or staff engaged in research:

293

Number of academic departments (or the equivalent) that include at least one faculty or staff member that conducts

sustainability research:

15

The total number of academic departments (or the equivalent) that conduct research:




40

A copy of the sustainability research inventory that includes the names and department affiliations of faculty and

staff engaged in sustainability research:

---

Names and department affiliations of faculty and staff engaged in sustainability research:

AFRICAN AND LATIN AMERICAN STUDIES

Hyslop, J.

ASIAN STUDIES

Yamamoto, D.

BIOLOGY

Watkins, J.

McCay, T.

Frey, F.

Fuller, R.

Holm, G.

Watkins, E.

Cardelus, C.

McCay, T.

CHEMISTRY

Pangallo, K.

ECONOMICS

Castilla, C.

O'Hara, M.

Turner, B.

EDUCATION

Kagle, M.

Stern, M.

ENVIRONMENTAL STUDIES

Baptiste, A.

Wynn, S.

GEOGRAPHY

Graybill, J.

Kraly, E.

Klepeis, P.

Loranty, M.

Schilling, J.

Scull, P.

Burnett, A.

Hays-Mitchell, M.




Meyer, W.

GEOLOGY

April, R.

Peck, W.

Leventer, A.

Pinet, P.

HISTORY

Bouk, D.

PHILOSOPHY

Kawall, J.

PHYSICS

Parks, B.

POLITICAL SCIENCE

Teodoro, M.

RELIGION

Kent, E.

SOCIOLOGY

Henke, C.

Hobor, G.

Loe, M.

A brief description of the methodology the institution followed to complete the research inventory:

Survey of division heads, review of faculty webpages, and word-of-mouth.

A brief description of notable accomplishments during the previous three years by faculty and/or staff engaged in

sustainability research:

---

The website URL where information about sustainability research is available:

---




Support for Research

Responsible Party

John Pumilio



Criteria

Institution encourages and/or supports sustainability research through one or more of the following:

• An ongoing program to encourage students in multiple disciplines or academic programs to conduct research in sustainability. The

program provides students with incentives to research sustainability. Such incentives may include, but are not limited to, fellowships,

financial support, and mentorships. The program specifically aims to increase student sustainability research.

• An ongoing program to encourage faculty from multiple disciplines or academic programs to conduct research in sustainability topics.

The program provides faculty with incentives to research sustainability. Such incentives may include, but are not limited to,

fellowships, financial support, and faculty development workshops. The program specifically aims to increase faculty sustainability

research.

• Formally adopted policies and procedures that give positive recognition to interdisciplinary, transdisciplinary, and multidisciplinary

research during faculty promotion and/or tenure decisions.

• Ongoing library support for sustainability research and learning in the form of research guides, materials selection policies and

practices, curriculum development efforts, sustainability literacy promotion, and e-learning objects focused on sustainability.


Does the institution have a program to encourage student sustainability research that meets the criteria for this

credit?:

Yes

A brief description of the institution’s program(s) to encourage student research in sustainability:

Both the Upstate Institute and the Undergraduate Summer Research Program encourage student research in a variety of fields, including

sustainability. The Upstate Institute Summer Field School provides stipends for students to work with community organizations on

research projects in a variety of sectors. Through the Upstate Institute Field School, the students work full-time on projects that provide

data and build capacity throughout the region. The results of their research projects are shared with the community organization, and

through an annual research symposium on the Upstate New York area. Many of the projects deal with sustainable themes in local

agriculture, the environment, and local economies.

The Undergraduate Summer Research Program also provides stipends for students to work with Colgate faculty to conduct in-depth

research projects throughout the summer in a variety of disciplines. Many of the projects address issues of sustainability. The results of

this research are publishes each year at

http://www.colgate.edu/docs/d_campus-life_career-services-for-students_internships_summer-under



http://www.colgate.edu/docs/d_campus-life_career-services-for-students_internships_summer-undergraduate-research/summer-undergraduate-research-directory-2012-11-13-12.pdf?sfvrsn=2




graduate-research/summer-undergraduate-research-directory-2012-11-13-12.pdf?sfvrsn=2

The website URL where information about the student research program is available:

http://upstate.colgate.edu/research/FieldSchool.aspx

Does the institution have a program to encourage faculty sustainability research that meets the criteria for this

credit?:

No

A brief description of the institution’s program(s) to encourage faculty research in sustainability:

---

The website URL where information about the faculty research program is available:

---

Has the institution formally adopted policies and procedures that give positive recognition to interdisciplinary,

transdisciplinary, and multidisciplinary research during faculty promotion and/or tenure decisions?:

Yes

A brief description or the text of the institution’s policy regarding interdisciplinary research:

Interdisciplinary research is valued at Colgate University and is given equal weight to single discipline research during the tenure process.

In some cases, interdisciplinary research is prioritized depending on the department and area of focus. For example, Colgate's Picker

Institute for Interdisciplinary Study in the Sciences and Mathematics, which funds up to $250,000 per year in faculty projects, are

explicitly interdisciplinary. The Picker website is

http://pickerisi.colgate.edu/

.

The website URL where information about the treatment of interdisciplinary research is available:


Does the institution provide ongoing library support for sustainability research and learning that meets the criteria

for this credit?:

No

A brief description of the institution's library support for sustainability research and learning:







http://upstate.colgate.edu/research/FieldSchool.aspx







---

The website URL where information about the institution's library support for sustainability is available:

---




Access to Research

Responsible Party

John Pumilio



Criteria

Institution has a formally adopted open access policy that ensures that versions of all future scholarly articles by faculty and staff and all

future theses and dissertations are deposited in a designated open access repository.

The open access repository may be managed by the institution or the institution may participate in a consortium with a consortial and/or

outsourced open access repository.


Total number of institutional divisions (e.g. schools, colleges, departments) that produce research:

45

Number of divisions covered by a policy assuring open access to research:

0

A brief description of the open access policy, including the date adopted and repository(ies) used:

Colgate Libraries is working on establishing a copyright practices document that faculty can sign off on either the spring of 2014 or next

fall (2014). This would be a precursor to Colgate introducing an Open Access Policy.

A copy of the open access policy:

---

The open access policy:

---

The website URL where the open access repository is available:

---

A brief description of how the institution’s library(ies) support open access to research:

---




The website URL where information about open access to the institution's research is available:

---




Engagement

Campus Engagement

This subcategory seeks to recognize institutions that provide their students with sustainability learning experiences outside the formal

curriculum. Engaging in sustainability issues through co-curricular activities allows students to deepen and apply their understandings of

sustainability principles. Institution-sponsored co-curricular sustainability offerings, often coordinated by student affairs offices, help

integrate sustainability into the campus culture and set a positive tone for the institution.

In addition, this subcategory recognizes institutions that support faculty and staff engagement, training, and development programs in

sustainability. Faculty and staff members’ daily decisions impact an institution’s sustainability performance. Equipping faculty and staff

with the tools, knowledge, and motivation to adopt behavior changes that promote sustainability is an essential activity of a sustainable

campus.

Credit

Student Educators Program

Student Orientation

Student Life

Outreach Materials and Publications

Outreach Campaign

Employee Educators Program

Employee Orientation

Staff Professional Development




Student Educators Program

Responsible Party

John Pumilio



Criteria

Institution coordinates an ongoing peer-to-peer sustainability outreach and education program for degree-seeking students. The

institution:

• Selects or appoints students to serve as educators and formally designates the students as educators (paid and/or volunteer),

• Provides formal training to the educators in how to conduct outreach, and

• Offers faculty or staff and/or other financial support to the program.

This credit focuses on programs for degree-seeking students enrolled in a for-credit program. Continuing education and/or non-credit

students are excluded from this credit.

This credit recognizes ongoing student educator programs that engage students on a regular basis. For example, student educators may be

responsible for serving (i.e. directly targeting) a particular subset of students, such as those living in residence halls or enrolled in certain

academic subdivisions. Thus, a group of students may be served by a program even if not all of these students avail themselves of the

outreach and education offerings.

Sustainability outreach campaigns, sustainability events, and student clubs or groups are not eligible for this credit unless the criteria

outlined above are met. These programs are covered by EN 5: Outreach Campaign and EN 3: Student Life.

Submission Note:

Information about this year's Eco-Reps is accessible at:

http://www.colgate.edu/distinctly-colgate/sustainability/meet-the-eco-reps


Does the institution coordinate one or more ongoing student, peer-to-peer sustainability outreach and education

programs that meet the criteria for this credit?:

Yes

Number of degree-seeking students enrolled at the institution:

2,869






Name of the student educators program (1st program):

Green Raider Program

Number of students served (i.e. directly targeted) by the program (1st program):

750

A brief description of the program, including examples of peer-to-peer outreach activities (1st program):

Colgate's Green Raider Program promotes individual sustainable behavior at Colgate University in a fun and competitive way by hiring

and training student interns to promote sustainable living on campus. Student interns, called Green Raiders, organize events,

competitions, and outreach campaigns. They also research current practices and Colgate and take action to change institutional practices

and policies to advance sustainability. The program raises awareness around issues of sustainability in residential halls and utilizes online

support, videos, how-to-guides, social media, and other tools to aid Colgate students in their pursuit to be more sustainable. The program

seeks to connect individual behaviors on campus to Colgate’s overarching sustainability commitment. Students who express interest in

our program, are contacted by one of our Green Raiders who serve as ambassadors to all students interested in "going green."

A brief description of how the student educators are selected (1st program):

As part of the Green Raider Program, the Office of Sustainability selects and trains outstanding students to serve as peer■to-peer

environmental educators and activists on campus. During the summer, three to five interns work closely with the Office of Sustainability

to develop week-by-week behavior change educational programming that will be executed throughout the semester.

During the academic year, 14 student interns are hired and trained as Green Raiders through an application and interview process. Each

member of the team is responsible for implementing elements of Green Raider Program (designed during the summer), making progress

on an individual project that advances sustainability on campus, and completing creative writing exercises designed to raise awareness of

sustainability among peers.

A brief description of the formal training that the student educators receive (1st program):

Before the official start to the new academic year, student interns return to campus early to participate in two full-days of

training/orientation workshops. The workshops include field trips, ice-breakers, readings, and a review of the sustainability movement in

higher education and at Colgate University.

In addition, to this intensive training, the Green Raider team meets on a weekly basis throughout the semester to organize and plan, share

progress, troubleshoot, assign tasks, and to exchange best-practices.

A brief description of the financial or other support the institution provides to the program (1st program):

This program is a part of Colgate's Office of Sustainability, which is staffed by a director and a program assistant. Interns are paid

through the Office of Sustainability. Budgeting was approved by our VP of Finance and Administration as part of our 2011 Sustainability

and Climate Action Plan.

Name of the student educators program (2nd program):




Communications Interns

Number of students served (i.e. directly targeted) by the program (2nd program):

2,869

A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):

Communications Interns are expected to:

~dedicate up to 6 hours per week to Colgate’s Sustainability Program;

~attend, be prepared for, and actively participate in weekly meetings;

~contribute to our Colgate Sustainability Series by highlighting sustainability efforts both on and off campus through podcasts, social

media, video production, etc.;

~produce at least one 4-6 minute sustainability video highlighting Colgate's key sustainability initiatives;

~promote Colgate's sustainability achievements and ongoing initiatives through blogging, articles, and social media (e.g., Twitter and

Facebook);

~help edit Colgate's Sustainability website and keep information accurate and fresh;

~work closely with other student groups and interns to successfully promote, support, and communicate their events and initiatives;

~to research other sustainability programs and implement best communications practices at Colgate University.

A brief description of how the student educators are selected (2nd program):

Three communications interns are hired as part of a competitive application process through Colgate's Office of Sustainability. Colgate's

Director of Sustainability and Program Assistant ultimately hires and supervises the successful applicants. It is a year-long internship.

A brief description of the formal training that the student educators receive (2nd program):

Colgate's Director of Sustainability, Program Assistant, and staff in our Communications and ITS Departments provide training to the

successful applicants.

A brief description of the financial or other support the institution provides to the program (2nd program):

This program is a part of Colgate's Office of Sustainability, which is staffed by a director and a program assistant. Interns are paid

through the Office of Sustainability. Budgeting was approved by our VP of Finance and Administration as part of our 2011 Sustainability

and Climate Action Plan.

Name of the student educators program (3rd program):

---

Number of students served (i.e. directly targeted) by the program (3rd program):

---

A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):




---

A brief description of how the student educators are selected (3rd program):

---

A brief description of the formal training that the student educators receive (3rd program):

---

A brief description of the financial or other support the institution provides to the program (3rd program):

---

Name(s) of the student educator program(s) (all other programs):

---

Number of students served (i.e. directly targeted) by all other student educator programs:

---

A brief description of the program(s), including examples of peer-to-peer outreach activities (all other programs):

---

A brief description of how the student educators are selected (all other programs):

---

A brief description of the formal training that the student educators receive (all other programs):

---

A brief description of the financial or other support the institution provides to the program (all other programs):

---

Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities

annually:

4,520

The website URL for the peer-to-peer student outreach and education program(s):

http://www.colgate.edu/distinctly-colgate/sustainability/for-students/green-living





Student Orientation

Responsible Party

John Pumilio



Criteria

Institution includes sustainability prominently in its student orientation activities and programming. Sustainability activities and

programming are intended to educate about the principles and practices of sustainability. The topics covered include multiple dimensions

of sustainability (i.e. social, environmental and economic).

Because orientation activities vary from one institution to another, prominent inclusion of sustainability may not take the same form on

each campus. Prominent inclusion of sustainability may also take different forms for different types of students (e.g. undergraduate

students, transfer students, graduate students). When reporting for this credit, each institution will determine what prominent inclusion of

sustainability means given its particular context. (See the Credit Example in the STARS Technical Manual.)

As this credit is intended to recognize programming and student learning about sustainability, incorporating sustainability strategies into

event planning (e.g. making recycling bins accessible or not serving bottled water) is not, in and of itself, sufficient for this credit. Such

strategies may count if they are highlighted and are part of the educational offerings. For example, serving local food would not, in and

of itself, be sufficient for this credit; however, serving local food and providing information about sustainable food systems during meals

could contribute to earning this credit.


The percentage of entering students that are provided an opportunity to participate in orientation activities and

programming that prominently include sustainability:

100

A brief description of how sustainability is included prominently in new student orientation:

“This is Colgate” is an inserted publication given to each incoming first year student. The publication includes information about

Sustainability at Colgate, and demonstrates how all students have a role to play to help the environment, whether it’s by turning off the

lights when leaving a room, or joining one of Colgate’s action-oriented “green groups.” The publication lists opportunities for students

such as the community garden, a composting club, and the green bikes program, which provides bikes to students who want to reduce

their carbon footprint by driving less.

In addition, Colgate provides reusable tote bags for new students, and the class of 2016 received reusable mugs in their orientation bags.

The Green Raiders program in all first-year residence halls conducts a CFL bulb swap program and runs a reusable water bottle program.




The website URL where information about sustainability in student orientation is available:

http://www.colgate.edu/portaldata/imagegallerywww/db701cb9-5fbc-41f4-b007-79857bcf2106/ImageGal

lery/So%20This%20is%20Colgate.pdf



http://www.colgate.edu/portaldata/imagegallerywww/db701cb9-5fbc-41f4-b007-79857bcf2106/ImageGallery/So%20This%20is%20Colgate.pdf

http://www.colgate.edu/portaldata/imagegallerywww/db701cb9-5fbc-41f4-b007-79857bcf2106/ImageGallery/So%20This%20is%20Colgate.pdf


Student Life

Responsible Party

John Pumilio



Criteria

Institution has co-curricular sustainability programs and initiatives. The programs and initiatives fall into one or more of the following

categories:

• Active student groups focused on sustainability

• Gardens, farms, community supported agriculture (CSA) or fishery programs, and urban agriculture projects where students are able

to gain experience in organic agriculture and sustainable food systems

• Sustainable enterprises that include sustainability as part of their mission statements or stated purposes (e.g. cafés through which

students gain sustainable business skills)

• Sustainable investment funds, green revolving funds or sustainable microfinance initiatives through which students can develop

socially, environmentally and fiscally responsible investment and financial skills

• Conferences, speaker series, symposia or similar events related to sustainability that have students as the intended audience

• Cultural arts events, installations or performances related to sustainability that have students as the intended audience

• Wilderness or outdoors programs (e.g. that organize hiking, backpacking, kayaking, or other outings for students and follow Leave

No Trace principles

• Sustainability-related themes chosen for themed semesters, years, or first-year experiences (e.g. choosing a sustainability-related book

for common reading)

• Programs through which students can learn sustainable life skills (e.g. a series of sustainable living workshops, a model room in a

residence hall that is open to students during regular visitation hours and demonstrates sustainable living principles, or

sustainability-themed housing where residents and visitors learn about sustainability together)

• Sustainability-focused student employment opportunities offered by the institution

• Graduation pledges through which students pledge to consider social and environmental responsibility in future job and other

decisions

• Other co-curricular sustainability programs and initiatives

Multiple programs and initiatives may be reported for each category and each category may include institution-governed and/or

student-governed programs.


Does the institution have one or more co-curricular sustainability programs and initiatives that fall into the following

categories?:

Yes or No




Active student groups focused on sustainability Yes

Gardens, farms, community supported agriculture (CSA)

or fishery programs, or urban agriculture projects where

students are able to gain experience in organic

agriculture and sustainable food systems

Yes

Student-run enterprises that include sustainability as part

of their mission statements or stated purposesYes

Sustainable investment funds, green revolving funds or

sustainable microfinance initiatives through which

students can develop socially, environmentally and

fiscally responsible investment and financial skills

Yes

Conferences, speaker series, symposia or similar events

related to sustainability that have students as the

intended audience

Yes

Cultural arts events, installations or performances related

to sustainability that have students as the intended

audience

No

Wilderness or outdoors programs that follow Leave No

Trace principlesYes

Sustainability-related themes chosen for themed

semesters, years, or first-year experiencesNo

Programs through which students can learn sustainable

life skillsYes

Sustainability-focused student employment opportunities

offered by the institutionYes

Graduation pledges through which students pledge to

consider social and environmental responsibility in future

job and other decisions

No

Other co-curricular sustainability programs and

initiativesNo




The name and a brief description of each student group focused on sustainability:

Students for Environmental Action is a student group that promotes green initiatives at Colgate. Their mission is to educate and energize

students about recycling, waste reduction, energy consumption reduction, and greater community issues. They plan activities such as a

film series. Students for Environmental Action is Colgate's oldest environmental student group, but is far from the only

sustainability-focused student groups.

Green Earth Gang's mission is to promote environmental awareness among children ages 8-10 in local schools through experiential and

interactive activities.

Green Thumbs manages and promotes the Colgate Community Garden in order to provide local, student produced, organic produce to the

student community.

Green Gates seeks to be volunteer service oriented through serving both the Colgate campus and the community in supporting

sustainability efforts, eco-conscious actions and environmental awareness.

The Clean Water Coalition adopts a section of the local Chenango Canal. The group works to sponsor campus events to inform others

about water pollution and raise money to build wells in Africa.

Hamilton Outdoor Group, or HOG, teaches Hamilton middle schoolers outdoor skills and an environmental ethic that will encourage a

positive outdoor experience.

The website URL where information about student groups is available:

http://getinvolved.colgate.edu/organizations

A brief description of gardens, farms, community supported agriculture (CSA) or fishery programs, and urban

agriculture projects where students are able to gain experience in organic agriculture and sustainable food systems:

The Colgate Community Garden was launched in June 2010. Researched, funded, planted, and harvested by students, the garden now

provides fresh vegetables and herbs to the campus dining services provider for all students to enjoy. Produce from the half-acre garden,

located near the Newell student apartments, also has been donated to the local food cupboard and sold at the village of Hamilton farmers

market.

The idea for the garden concept came when students from the ENST 480 class completed a feasibility report as a class project in 2009.

The website URL where information about the organic agriculture and/or sustainable food systems projects and

initiatives is available:

http://www.colgate.edu/distinctly-colgate/sustainability/community-garden

A brief description of student-run enterprises that include sustainability as part of their mission statements or stated

purposes:

After participating in Colgate's Thought Into Action (

http://www.colgate.edu/distinctly-colgate/entrepreneurial-spirit



http://getinvolved.colgate.edu/organizations

http://www.colgate.edu/distinctly-colgate/sustainability/community-garden





) project, Colgate seniors Ryan Smith ’13 and Brendan Karson '13 started Eco-campus, LLC. They source and deliver sustainable office

products to campus, such as paper made from recovered sugarcane fiber which would have otherwise ended up in landfills.

EcoCampus is having a positive impact on the campus carbon footprint, as use of the eco-friendly paper has prevented the release of

20.59 tons of carbon emissions, the production of 155,553 gallons of waste-water, the creation of 13,363 pounds of solid waste, and the

use of 2,660 gallons of oil.

Gate Swap is another student endeavor that is helping with our waste reduction and educational priorities. Gate Swap is an online

program that allows Colgate community members to swap items that they no longer need or want.

The website URL where information about the student-run enterprise(s) is available:

http://news.colgate.edu/2012/10/colgate-paperboys-grow-green-business.html

A brief description of the sustainable investment or finance initiatives:

Erin Fett '14 and Brendan Karson '13 established a new student group that explores the opportunities for reinvesting in sustainable energy

technologies (while also divesting from fossil fuels).

The website URL where information about the sustainable investment or finance initiatives is available:

---

A brief description of conferences, speaker series, symposia or similar events related to sustainability that have

students as the intended audience:

Colgate holds an annual Green Summit to address campus sustainability initiatives. Students, faculty and staff gather during the summit

to discuss one of several topics of interest to them, and to work collectively to formulate an action plan for that initiative. At the end of

the event, each group presents their work to the summit. Each year the Green Summit is an event where simple ideas transform into

campus-wide efforts. For instance, the Colgate Compost initiative was officially born at the summit. It is now a full-fledged club that has

achieved goals such as encouraging the composting of all post-consumer waste in the dining halls. The event provides an opportunity for

communication for the different environmental groups on campus, and promotion of the various sustainability activities to the broader

campus.

In addition, both the Office of Sustainability, the Upstate Institute, and various departments host brown bag events on issues of

sustainability and bring in speakers who address sustainable themes throughout the academic year. These events are listed on Colgate's

calendar at

http://calendar.colgate.edu/cal/main/showMain.rdo;jsessionid=575452E3C488558392C5B92429DA34BC

The website URL where information about the event(s) is available:

http://www.colgate.edu/distinctly-colgate/sustainability/for-students




http://news.colgate.edu/2012/10/colgate-paperboys-grow-green-business.html






http://www.colgate.edu/distinctly-colgate/sustainability/for-students


A brief description of cultural arts events, installations or performances related to sustainability that have students as

the intended audience:

---

The website URL where information about the cultural arts event(s) is available:

---

A brief description of wilderness or outdoors programs for students that follow Leave No Trace principles:

The mission of Colgate's Outdoor Ed is to provide the community with experiential opportunities which emphasize safety, environmental

awareness, and technical skills, while promoting personal growth and group development through rediscovery of the natural world.

Wilderness Adventure (WA) is a pre-orientation program at Colgate, in which over 125 first-year students come to campus early to make

friends, learn about Colgate from upper-class student leaders, and use the outdoors to help students acclimate to Colgate, central New

York, and life as a college student. Living and traveling with a small group of other first-year students and two or three highly trained

leaders, students work together to hike, paddle, climb, cave, bike, or sail through Upstate New York wilderness.

All Wilderness Adventure students receive information about the seven Leave No Trace principles, and are instructed on how to follow

the principles as they travel and camp with care. Each WA student leader participates in a Leave No Trace awareness workshop during

their training year before leading a Wilderness Adventure trip.

The website URL where information about the wilderness or outdoors program(s) is available:

http://www.colgate.edu/campus-life/sports-and-recreation/outdoor-education

A brief description of sustainability-related themes chosen for themed semesters, years, or first-year experiences:

---

The website URL where information about the theme is available:

---

A brief description of program(s) through which students can learn sustainable life skills:

Colgate's Green Raider Program is a student behavior change program that was developed to educate and engage students to reduce the

unnecessary consumption of resources (such as energy, water, paper, etc.) and to take greater responsibility for their contribution to

university-related environmental impacts. The ultimate goal is for Colgate to reach its commitment to climate neutrality by reducing our

overall and individual ecological footprints associated with the behavior of our daily lives.

The website URL where information about the sustainable life skills program(s) is available:


A brief description of sustainability-focused student employment opportunities:



http://www.colgate.edu/campus-life/sports-and-recreation/outdoor-education



Colgate's sustainability office hires current students and recent graduates for internships and entry-level employment specific to the field

of sustainability.

The website URL where information about the student employment opportuntities is available:

---

A brief description of graduation pledges through which students pledge to consider social and environmental

responsibility in future job and other decisions:

Colgate does not have a graduation pledge program.

The website URL where information about the graduation pledge program is available:

---

A brief description of other co-curricular sustainability programs and initiatives:

---

The website URL where information about other co-curricular sustainability programs and initiatives is available:

---




Outreach Materials and Publications

Responsible Party

John Pumilio



Criteria

Institution produces outreach materials and/or publications that foster sustainability learning and knowledge. The publications and

outreach materials may include the following:

• A central sustainability website that consolidates information about the institution’s sustainability efforts

• A sustainability newsletter

• Social media platforms (e.g. Facebook, Twitter, interactive blogs) that focus specifically on campus sustainability

• A vehicle to publish and disseminate student research on sustainability

• Building signage that highlights green building features

• Food service area signage and/or brochures that include information about sustainable food systems

• Signage on the grounds about sustainable groundskeeping and/or landscaping strategies employed

• A sustainability walking map or tour

• A guide for commuters about how to use alternative methods of transportation

• Navigation and educational tools for bicyclists and pedestrians (e.g. covering routes, inter-modal connections, policies, services, and

safety)

• A guide for green living and incorporating sustainability into the residential experience

• Regular coverage of sustainability in the main student newspaper, either through a regular column or a reporter assigned to the

sustainability beat

• Other

A single outreach material or publication that serves multiple purposes may be counted more than once. For example, a sustainability

website that includes tools for bicyclists and pedestrians may be counted in both categories.


Does the institution produce the following outreach materials and/or publications that foster sustainability learning

and knowledge? :

Yes or No

A central sustainability website that consolidates

information about the institution’s sustainability effortsYes




A sustainability newsletter Yes

Social media platforms that focus specifically on campus

sustainabilityYes

A vehicle to publish and disseminate student research on

sustainabilityYes

Building signage that highlights green building features Yes

Food service area signage and/or brochures that include

information about sustainable food systemsYes

Signage on the grounds about sustainable

groundskeeping and/or landscaping strategies employedNo

A sustainability walking map or tour No

A guide for commuters about how to use alternative

methods of transportationYes

Navigation and educational tools for bicyclists and

pedestriansNo

A guide for green living and incorporating sustainability

into the residential experienceYes

Regular coverage of sustainability in the main student

newspaper, either through a regular column or a reporter

assigned to the sustainability beat

Yes

Other sustainability publications or outreach materials

not covered aboveYes

A brief description of the central sustainability website:

This site provides a place for students, employees, alumni and others to access information about the various sustainability-related events

and opportunities available on campus. It describes Colgate's Sustainability and Climate Action Plan, and provides links to Colgate's

Sustainability Council. The website uses many forms of communication including an active blog, links to our Facebook and Twitter

feeds, our building dashboard, video tutorials, podcasts, photos, and narratives.

The website URL for the central sustainability website:




http://www.colgate.edu/distinctly-colgate/sustainability

A brief description of the sustainability newsletter:

The Office of Sustainability prints a small number of newsletters each year, and makes them available electronically.

The Office of Sustainability also writes a monthly article to include in our faculty and staff newsletter (Open Gate).

The website URL for the sustainability newsletter:

http://www.colgate.edu/working-at-colgate/resources/opengate

A brief description of the social media platforms that focus specifically on campus sustainability:

The Office of Sustainability shares the latest sustainability news from campus by using tools such as Twitter (

https://twitter.com/colgatesstnblty

), Facebook (

http://www.facebook.com/ColgateUniversitySustainability?fref=ts

), LinkedIn (

http://www.linkedin.com/groups?gid=4266707&trk=my_groups-b-grp-v

) and a blog (

http://blogs.colgate.edu/sustainability/

).

The website URL of the primary social media platform that focuses on sustainability:


A brief description of the vehicle to publish and disseminate student research on sustainability:

Colgate's Environmental Studies Program has a section of the website dedicated to sharing the results of undergraduate student research

in environmental studies (see link below). Each summer, Colgate students conduct research in a variety of disciplines through funding

from the Summer Undergraduate Research Program. The results of that research is published in an annual undergraduate research

directory (

http://www.colgate.edu/docs/d_campus-life_career-services-for-students_internships_summer-under

graduate-research/summer-undergraduate-research-directory-2012-11-13-12.pdf?sfvrsn=2




http://www.colgate.edu/working-at-colgate/resources/opengate

























). In addition, Colgate University Libraries maintains a digital repository of student research, including research on sustainability issues,

through the Digital Commons website at

http://commons.colgate.edu/

. Finally, various faculty members utilize Colgate's YouTube channel (

http://www.youtube.com/user/cuatchannel13

) to share the results of student research projects, including those on sustainability.

The website URL for the vehicle to publish and disseminate student research on sustainability:

http://www.colgate.edu/academics/departments-and-programs/environmental-studies/student-researc

h

A brief description of building signage that highlights green building features :

The university’s Trudy Fitness Center has been recognized for its green technology and energy efficiency, and has received a gold LEED

certification from the U.S. Green Building Council. The LEED (Leadership in Energy and Environmental Design) certification, based on

factors such as green construction materials used, waste production, energy use, and water efficiency, was awarded in early May. Trudy

officially opened on Jan. 31, 2011.

Trudy's green features have been highlighted in university publications included our top publication (Colgate Scene) and in blogs. Also,

our students created a video highlighting the green features of the building:

https://www.youtube.com/watch?feature=player_embedded&v=tU-o-SzYg80#!

.

The website URL for building signage that highlights green building features :

http://news.colgate.edu/2012/06/trudy-fitness-center-awarded-gold-leed-certification.html

A brief description of food service area signage and/or brochures that include information about sustainable food

systems:

Frank Dining Hall promotes that their facility is proud of their environmentally sustainable practices and the relationships they have built

with local farmers and producers. They serve about 20 percent third-party and local products in their dining facilities. In Frank Dining

Hall, we have pamphlets and signage that informs students of our sustainable practices as well as local/sustainable food choices.

The website URL for food service area signage and/or brochures that include information about sustainable food

systems:

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/sustainable-fo

od-and-dining











http://www.colgate.edu/academics/departments-and-programs/environmental-studies/student-research

http://www.colgate.edu/academics/departments-and-programs/environmental-studies/student-research





http://news.colgate.edu/2012/06/trudy-fitness-center-awarded-gold-leed-certification.html

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/sustainable-food-and-dining



A brief description of signage on the grounds about sustainable groundskeeping and/or landscaping strategies:

---

The website URL for signage on the grounds about sustainable groundskeeping and/or landscaping strategies:

---

A brief description of the sustainability walking map or tour:

---

The website URL of the sustainability walking map or tour:

---

A brief description of the guide for commuters about how to use alternative methods of transportation:

Colgate has a number of options for students to use sustainable modes of transportation. These include our bike share program (Green

Bikes), our free bus service (Colgate Cruiser), and Zipcar. Colgate also utilizes Purpool, an online tool that makes it easy for Colgate's

employees to organize their workplace-based carpools, and to track savings from carpool practices. Purpool allows employees to search

for other Colgate members who live in their area using a map interface, as well as an alphabetical index.

The website URL for the guide for commuters about how to use alternative methods of transportation:

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/alternative-tr

ansportation/employee-carpooling

A brief description of the navigation and educational tools for bicyclists and pedestrians:

---

The website URL for navigation and educational tools for bicyclists and pedestrians:

---

A brief description of the guide for green living and incorporating sustainability into the residential experience:

Colgate's website includes a section for students on how they can reduce their individual environmental impact. The guide includes

details on paper usage, light bulbs, electricity use, water use, and appliances.

The website URL for the guide for green living and incorporating sustainability into the residential experience:

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/green-tips

A brief description of regular coverage of sustainability in the main student newspaper, either through a regular

column or a reporter assigned to the sustainability beat:



http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/alternative-transportation/employee-carpooling

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/alternative-transportation/employee-carpooling

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/green-tips


Last year, the Colgate Maroon News ran a regular column called "Green 'Gate," written by student Cassidy Holahan. While Cassidy is not

writing the column this year, the paper has published a number of articles this year regarding sustainability by different writers.

The website URL for regular coverage of sustainability in the main student newspaper, either through a regular

column or a reporter assigned to the sustainability beat:

http://thecolgatemaroonnews.com/green-gate-colgate-starts-sustainability-practice-1.2681675

A brief description of another sustainability publication or outreach material not covered above (1st material):

Colgate's Environmental Studies Program publishes a newsletter each semester. It lists ENST course offerings, a letter from the director,

articles from ENST faculty, and information about sustainability at Colgate and beyond.

The website URL for this material (1st material):

http://www.colgate.edu/docs/d_academics_departments-and-programs_english_medieval-renaissance-d

rama/spring-12-enst-newsletter.pdf?sfvrsn=0

Does the institution produce another sustainability publication or outreach material not covered above? (2nd

material):

Yes

A brief description of this material (2nd material):

The Upstate Institute keeps an active blog that highlights many of our Colgate-supported sustainability initiatives on campus and in our

region.

The website URL for this material (2nd material):

http://blogs.colgate.edu/upstateinstitute/

Does the institution produce another sustainability publication or outreach material not covered above? (3rd

material):

Yes

A brief description of this material (3rd material):

The Max A Shacknai COVE keeps an active blog that highlights many of our Colgate-supported sustainability initiatives on campus and

in our region.

The website URL for this material (3rd material):

http://blogs.colgate.edu/cove/

Does the institution produce another sustainability publication or outreach material not covered above? (4th

material):



http://thecolgatemaroonnews.com/green-gate-colgate-starts-sustainability-practice-1.2681675

http://www.colgate.edu/docs/d_academics_departments-and-programs_english_medieval-renaissance-drama/spring-12-enst-newsletter.pdf?sfvrsn=0

http://www.colgate.edu/docs/d_academics_departments-and-programs_english_medieval-renaissance-drama/spring-12-enst-newsletter.pdf?sfvrsn=0

http://blogs.colgate.edu/upstateinstitute/

http://blogs.colgate.edu/cove/


No

A brief description of this material (4th material):

---

The website URL for this material (4th material):

---


material):

No


---


---


material):

No


---


---


material):

No


---


---





material):

No


---


---




Outreach Campaign

Responsible Party

John Pumilio



Criteria

Part 1

Institution holds at least one sustainability-related outreach campaign directed at students that yields measurable, positive results in

advancing sustainability. The sustainability-related outreach campaign may be conducted by the institution, a student organization, or

students in a course.

Part 2

Institution holds at least one sustainability-related outreach campaign directed at employees that yields measurable, positive results in

advancing sustainability. The sustainability-related outreach campaign may be conducted by the institution or an employee organization.

The campaign(s) reported for this credit could take the form of a competition (e.g. a residence hall conservation competition), a rating or

certification program (e.g. a green labs or green office program), and/or a collective challenge (e.g. a campus-wide drive to achieve a

specific sustainability target). A single campus-wide campaign may meet the criteria for both parts of this credit if educating students is a

prime feature of the campaign and it is directed at both students and employees.

To measure if a campaign yields measurable, positive results, institutions should compare pre-campaign performance to performance

during or after the campaign. The following impacts are not sufficient for this credit:

• Increased awareness

• Additional members of a mailing list or group


Has the institution held at least one sustainability-related outreach campaign directed at students within the previous

three years that has yielded measurable, positive results in advancing sustainability?:

Yes

Has the institution held at least one sustainability-related outreach campaign directed at employees within the

previous three years that has yielded measurable, positive results in advancing sustainability?:

Yes

The name of the campaign (1st campaign):

Waste Minimization and Recycling




A brief description of the campaign (1st campaign):

Colgate's Office of Sustainability provides education on waste minimization and recycling to campus community members throughout

the year. The campaign focuses on how students and staff can minimize landfill waste and reduce, reuse, recycle, and compost. With

programs such as RecycleMania, Green Living and Green Office and through activities planned and implemented by an on-campus

composting program led by the student Compost Club, the office has improved behaviors across the campus. Colgate's recycling guide is

available at:

http://www.colgate.edu/docs/d_distinctly-colgate_sustainability_climate-action-planning_waste-m

inimization-and-recycling/2013-14-colgate-recycling-guide---12-11-12.pdf?sfvrsn=0

Colgate also provides an opportunity for students and staff to track their energy conservation efforts through Building Dashboard (

http://buildingdashboard.net/colgate/

). This tool tracks energy and water usage in student residence halls. The publicly accessible dashboard features up-to-the-minute

statistics.

A brief description of the measured positive impact(s) of the campaign (1st campaign):

Since 2008, we have reduced our landfill waste by over 175 tons (or 19%) while our recycling rate has improved from 16% in 2010 to

24% in 2013. The 2012-2013 year represented the 6th year in a row where our per capita waste declined (56 lbs per person [2008] to 42

lbs per person [2012]). This progress comes as a result of improved recycling infrastructure including recycling bins in each student room

and an electronic waste (e-waste) recycling program with 16 stations located throughout campus.

The website URL where information about the campaign is available (1st campaign):

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/waste-minimiza

tion-and-recycling

The name of the campaign (2nd campaign):

Electricity Conservation and Efficiency

A brief description of the campaign (2nd campaign):

Colgate's Office of Sustainability provides education and social-marketing strategies to reduce electricity consumption on campus. We

participate in national competitions such as Campus Conservation Nationals (CCN) and Earth Hour and Colgate-specific residential

competitions such as the Broad Street Challenge. The competitions serve as a fun and competitive way to encourage energy conservation

and sustainable behavior. We use peer-to-peer education, prompts on light switches, real-time energy use data, and tabling events to

reduce wasted energy.



http://www.colgate.edu/docs/d_distinctly-colgate_sustainability_climate-action-planning_waste-minimization-and-recycling/2013-14-colgate-recycling-guide---12-11-12.pdf?sfvrsn=0











http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/waste-minimization-and-recycling

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/waste-minimization-and-recycling


A brief description of the measured positive impact(s) of the campaign (2nd campaign):

Since 2009, we have reduced our electricity consumption on campus by over 1.3 million kilowatt-hours. This is attributed to better

systems management, lighting upgrades, more efficient data centers, and all-around more sustainable behavior (e.g., people turning lights

off in empty rooms, powering down computers overnight, and unplugging coffee pots and other electronic devices).

The website URL where information about the campaign is available (2nd campaign):

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/energy-conserv

ation-and-efficiency

A brief description of other outreach campaigns, including measured positive impacts:

---



http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/energy-conservation-and-efficiency

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/energy-conservation-and-efficiency


Employee Educators Program

Responsible Party

John Pumilio



Criteria

Institution administers or oversees an ongoing faculty/staff peer-to-peer sustainability outreach and education program.

In the program, employee sustainability educators are formally designated and receive formal training or participate in an

institution-sponsored orientation. The institution offers financial or other support to the program.

This credit recognizes ongoing programs that engage employees on a regular basis. For example, employee educators may represent or be

responsible for engaging workers in certain departments or buildings. Thus, a group of employees may be served (i.e. directly targeted)

by a program even if not all of these employees avail themselves of the outreach and education offerings.

Training and/or professional development opportunities in sustainability for staff are excluded from this credit. These activities are

covered in EN 8: Staff Professional Development.


Does the institution administer or oversee an ongoing faculty/staff peer-to-peer sustainability outreach and education

program that meets the criteria for this credit?:

Yes

Total number of employees:

950

Name of the employee educators program (1st program) :

Green Office Program

Number of employees served by the program (1st program):

140

A brief description of how the employee educators are selected (1st program):

Each office area that volunteers to participate in the Green Office Program selects a team leader (Eco-rep). The Eco-Rep is trained by the

Office of Sustainability and is responsible for organizing their team's effort.




A brief description of the formal training that the employee educators receive (1st program):

Each participant receives a presentation from the Sustainability Office and the Eco-Rep works closely with the Director of Sustainability

throughout the program.

A brief description of the staff and/or other financial support the institution provides to the program (1st program):

The Director of Sustainability and the Sustainability Office Program Assistant help to run the program. The Green Office Program also

receives an annual operating budget sufficient to carry out program goals.

The website URL where information about the program is available (1st program):

http://www.colgate.edu/distinctly-colgate/sustainability/for-faculty-and-staff/green-office-pro

gram

Name of the employee educators program (2nd program):

Northwest Earth Institute Discussion Courses

Number of employees served by the program (2nd program):

20

A brief description of how the employee educators are selected (2nd program):

Volunteer basis open to all staff and faculty.

A brief description of the formal training that the employee educators receive (2nd program):

The group meets weekly to discuss an aspect or topic on sustainability based on short readings and articles. Action items are discussed

and behavior change is encouraged.

A brief description of the financial or other support the institution provides to the program (2nd program):

This is a joint program between Colgate's Sustainability Office and Health and Wellness Initiative. Books, snacks, beverages, and

meeting locations are provided by the Director of Sustainability and the Director of the Shaw Wellness Institute.

The website URL where information about the program is available (2nd program):

---

Name(s) of the employee educator program(s) (all other programs):

Central New York Energy Challenge

Number of employees served by all other programs:



http://www.colgate.edu/distinctly-colgate/sustainability/for-faculty-and-staff/green-office-program



10

A brief description of how the employee educators are selected (all other programs):

Volunteer basis open to all staff and faculty.

A brief description of the formal training that the employee educators receive (all other programs):

The Central New York Energy Challenge is a seven-week program designed to walk participants through home energy efficiency and

conservation. Each week has a different theme (e.g., lighting, heating and cooling, reading utility meters, assessing home energy use, etc.)

and each participant gets a "homework" assignment. The group nature of this program encourages retention and action and has been

successful.

A brief description of the staff and/or other financial support the institution provides to the program(s) (all other

programs):

The institution provides meeting space and access to Kill-a-Watt devices and SmartStrips.

The website URL where information about the program(s) is available (all other programs):

http://cnyenergychallenge.org/



http://cnyenergychallenge.org/


Employee Orientation

Responsible Party

John Pumilio



Criteria

Institution covers sustainability topics in new employee orientation and/or in outreach and guidance materials distributed to new

employees, including faculty and staff. The topics covered include multiple dimensions of sustainability (i.e. social, environmental and

economic).


The percentage of new employees that are offered orientation and/or outreach and guidance materials that cover

sustainability topics:

100

A brief description of how sustainability is included in new employee orientation:

There are two orientations each year where the director of sustainability gives an overview of the sustainability program and suggests way

for new employees to get involved in sustainability.

The website URL where information about sustainability in new employee orientation is available:

http://www.colgate.edu/docs/d_offices-and-services_working-at-colgate_resources_opengate/open-g

ate-april-2013.pdf?sfvrsn=0



http://www.colgate.edu/docs/d_offices-and-services_working-at-colgate_resources_opengate/open-gate-april-2013.pdf?sfvrsn=0

http://www.colgate.edu/docs/d_offices-and-services_working-at-colgate_resources_opengate/open-gate-april-2013.pdf?sfvrsn=0


Staff Professional Development

Responsible Party

John Pumilio



Criteria

Institution makes available training and/or other professional development opportunities in sustainability to all staff at least once per

year.

Separate training opportunities for each department would count for this credit, as long as each staff member has an opportunity to learn

about sustainability at least once per year. It is not necessary that each staff member attend such trainings; the credit is based on making

training available to all staff.

This credit applies to staff members only; it does not include faculty members.

The following training opportunities are not sufficient for this credit:

• Specialized training for a small group of staff

• The opportunity to participate in an institutional sustainability committee or group


Does the institution make available training and/or other professional development opportunities in sustainability to

all staff at least once per year?:

Yes

A brief description of the sustainability trainings and professional development opportunities available to staff :

Institution makes cultural competence trainings and activities available to all employees. Equity and diversity training and harassment

training are mandatory for all staff.

Additionally, there are many ways for faculty and staff to cultivate sustainable practices on campus:

*RecycleMania

*Green Office program

*Sustainability Council

*Host Green Events

*Employee Carpooling

*Green Tip of the Month

*Sustainability podcasts




The percentage of staff that participated in training and/or other professional development opportunities in

sustainability during the previous year:

---

The website URL where information about staff training opportunities in sustainability is available:

http://www.colgate.edu/offices-and-services/working-at-colgate/staff-development





Public Engagement

This subcategory seeks to recognize institutions that help catalyze sustainable communities through public engagement, community

partnerships and service. Engagement in community problem-solving is fundamental to sustainability. By engaging with community

members and organizations in the governmental, non-profit and for-profit sectors, institutions can help solve sustainability challenges.

Community engagement can help students develop leadership skills while deepening their understandings of practical, real-world

problems and the process of creating solutions. Institutions can contribute to their communities by harnessing their financial and

academic resources to address community needs and by engaging community members in institutional decisions that affect them. In

addition, institutions can contribute toward sustainability broadly through inter-campus collaboration, engagement with external networks

and organizations, and public policy advocacy.

Credit

Community Partnerships

Inter-Campus Collaboration

Continuing Education

Community Service

Community Stakeholder Engagement

Participation in Public Policy

Trademark Licensing

Hospital Network




Community Partnerships

Responsible Party

John Pumilio



Criteria

Institution has one or more formal partnership(s) with the local community, including school districts, government agencies, non-profit

organizations, businesses and/or other entities, to work together to advance sustainability within the community.

Each partnership conforms to one of the following types:

Type of Partnership Indicators

A. Supportive

• Scope: Addresses a sustainability topic or a specific aspect of

sustainability (e.g. community garden, environmental

remediation, community environmental health and education)

• Duration: May be time-limited (short-term projects and

events), multi-year, or ongoing

• Commitment: Institutional involvement may include financial

and/or staff support or may be limited to resource sharing

and/or endorsement

• Governance: Campus and community leaders or

representatives are engaged in program/project development

B. Collaborative

• Scope: Addresses one or more sustainability challenge and

may simultaneously support social equity and wellbeing,

economic prosperity, and ecological health (e.g. a green jobs

program in an economically disadvantaged neighborhood)

• Duration: May be time-limited, multi-year, or ongoing

• Commitment: Institution provides faculty/staff, financial,

and/or material support

• Governance: Campus and local community members are

both engaged in program/project development, from agenda

setting and planning to decision-making, implementation and

review




C.Transformative

• Scope: Catalyzes community resiliency and local/regional

sustainability by simultaneously supporting social equity and

wellbeing, economic prosperity, and ecological health on a

community or regional scale (e.g. “transition” projects and

partnerships focused on community adaptation to climate

change)

• Duration: Is multi-year or ongoing and proposes or plans for

institutionalized and systemic change

• Commitment: Institution provides faculty/staff and financial

or material support

• Governance: Partnership has adopted a stakeholder

engagement framework through which community members,

vulnerable populations, faculty, staff, students and other

stakeholders are engaged in program/project development,

from agenda setting and planning to decision-making,

implementation and review




An institution may have multiple partnerships of each type, however no single partnership may be both supportive and collaborative,

collaborative and transformative, or supportive and transformative.

Recognizing the diversity of forms that community partnerships may take, it is not required that a partnership meet all of the criteria listed

to be considered supportive or collaborative. A partnership must meet all of the criteria listed to be considered transformative, however.

For further guidance in identifying community partnerships that meet the criteria for each type, see the Credit Example in the STARS

Technical Manual.

This credit recognizes campus-community partnerships that advance sustainability in an explicit and participatory way. Participatory,

community-based research and engaged scholarship around issues of sustainability may be included if it involves formal partnership(s).

Although community service activities (e.g. academic service learning, co-curricular service learning and volunteer activities,

Work-Study community service and paid community service internships) may involve local partnerships and contribute toward

sustainability, they are not included in this credit. Community service is covered by EN 12: Community Service.


Does the institution have at least one formal sustainability partnership with the local community that meets the

criteria as “supportive”?:

Yes

A brief description of the institution’s supportive sustainability partnership(s) with the local community:

Colgate's Director of Sustainability is on the advisory board of the highly successful Solarize Madison County Project that has already led

to the installation of nearly 30 solar panels in our county. Phase II of the project is underway and we are anticipating more success. Our

podcast can be listened to here:

http://www.youtube.com/watch?v=YOy3rKgYMQg&list=PL6RZbZFxvmUWW0elmqWnWo85vduqpMQuP&index=10

. The Solarize Madison website is

http://www.solarizemadison.com/

.


criteria as “collaborative”?:












Yes

A brief description of the institution's collaborative sustainability partnership(s):

Colgate's Sustainability Office is working closely with the Central New York Regional Planning and Development Board and the

Madison County Planning Department to measure greenhouse gas emissions and develop a region-wide sustainability and climate action

plan. Colgate's Director of Sustainability sits on the Expert Advisory Panel. The planning process can be followed through our website at

http://visioncny.org/

.

Colgate's Sustainability Office and Upstate Institute also collaborates with the Town and Village of Hamilton to measure their greenhouse

gas emissions and develop and implement climate action plans.


criteria as “transformative”?:

Yes

A brief description of the institution's transformative sustainability partnership(s) with the local community:

Colgate's Max Shacknai Center for Outreach, Volunteerism, and Education (COVE) has several programs that support sustainability in

our region. The Green Earth Gang (GEG), for example, is a group of student educators who develop and teach environmental programs to

children ages 8-10 in local schools through experiential and interactive activities. Once every two weeks the GEG student members teach

a 40-minute class about a sustainability-oriented topic.

Colgate's Max Shacknai Center for Outreach, Volunteerism, and Education (COVE) is a professionally staffed organization that supports

student volunteers, service-learning classes, internship programs, residential life initiatives, social-change efforts, and change-oriented

career counseling to create a healthy and prosperous Hamilton community and Central New York region. The COVE supports numerous

student volunteer organizations that promote sustainability in our region. A full list of student organizations can be view on our website:

https://colgate.collegiatelink.net/organizations?SearchValue=COVE&SearchType=Category&CurrentPa

ge=1&SelectedCategoryId=2869

.

Colgate's Upstate Institute promotes a better understanding of the cultural, social, economic, and environmental resources of Upstate New

York. Upstate Institute Summer Field School Fellows work with a community, government, or non-profit partner to create and complete

projects that will have a positive social, economic, cultural or environmental impact on the Upstate region. More information can be

found here

http://www.colgate.edu/centers-and-institutes/upstate-institute/local-learning/field-school

.







https://colgate.collegiatelink.net/organizations?SearchValue=COVE&SearchType=Category&CurrentPage=1&SelectedCategoryId=2869











A brief description of the institution’s sustainability partnerships with distant (i.e. non-local) communities:

---

The website URL where information about sustainability partnerships is available:

---




Inter-Campus Collaboration

Responsible Party

John Pumilio



Criteria

Institution collaborates with other colleges and universities to support and help build the campus sustainability community.

See the Credit Example in the STARS Technical Manual for guidance on identifying appropriate collaborations.


Does the institution collaborate with other colleges and universities to support and help build the campus

sustainability community?:

Yes

A brief summary of papers, guides, presentations, and other resources the institution has developed to share their

sustainability experience with other institutions:

The New York Six Liberal Arts Consortium (Colgate University, Hobart and William Smith Colleges, Skidmore College, St. Lawrence

University and Union College) has received a $600,000, three-year grant from the Andrew W. Mellon Foundation to support

collaborative programs in the areas of library collections, information technology, faculty and student development, service learning,

community engagement, diversity, sustainability and the upstate economy. Participants share best practices and challenges to identify

opportunities for collaboration with colleagues at other New York Six schools.

The names of local, state/provincial, regional, national, or international campus sustainability organizations or

consortia in which the institution participates and/or is a member:

Colgate is also a member of the Association for the Advancement of Sustainability in Higher Education, a signatory of the American

College and University Presidents' Climate Commitment, a member of the American Council on Renewable Energy, a member of the

New York State Association for the Reduction, Reuse, and Recycling, and an annual presenter in the Adirondack Youth Climate Summit.

Over the past two years, Colgate's Office of Sustainability has also presented at the annual New York State Green Building Conference.

A brief summary of additional ways the institution collaborates with other campuses to advance sustainability :

Colgate's Director of Sustainability is on the Implementation Liaison Support Committee for the American College and University

Presidents' Climate Commitment (

http://www.presidentsclimatecommitment.org/il-support-committee







).

The website URL where information about cross-campus collaboration is available:

http://www.colgate.edu/green






Continuing Education

Responsible Party

John Pumilio



Criteria

Part 1

Institution offers continuing education courses that address sustainability.

Courses that address sustainability include continuing education sustainability courses and continuing education courses that include

sustainability. Courses that can be taken for academic credit are not included in this credit. They are covered by the Curriculum

subcategory.

Part 2

Institution has at least one sustainability-themed certificate program through its continuing education or extension department.

Degree-granting programs (e.g. programs that confer Baccalaureate, Masters, and Associates degrees) and certificates that are part of

academic degree programs are not included in this credit. They are covered in the Curriculum subcategory.

Submission Note:


Does the institution offer continuing education courses that address sustainability?:

Yes

Number of continuing education courses offered that address sustainability:

28

Total number of continuing education courses offered:

56

A copy of the list and brief descriptions of the continuing education courses that address sustainability:

---

A list and brief descriptions of the continuing education courses that address sustainability:




Upstate Institute's Lifelong Learning Program (

http://www.colgate.edu/centers-and-institutes/upstate-institute/lifelong-learning

): 14 out of 28 courses offered.

2012 Summer on the Hill (

http://www.colgate.edu/alumni/return-to-colgate/summer-on-the-hill

): 9 courses out of 16 offered.

Science Teachers Affiliates (

http://www.colgate.edu/centers-and-institutes/howard-hughes-medical-institute/science-affiliate

s

): 5 courses out of 12 offered.

Does the institution have at least one sustainability-themed certificate program through its continuing education or

extension department?:

Yes

A brief description of the certificate program:

Colgate does not offer any continuing education certificate programs. However, we offer a Green Office Certification for offices that

participate in our Green Office Program and complete a series of action items over the course of a semester. As part of this program, we

also offer a seven-week book club style discussion course.

Year the certificate program was created:

2,012

The website URL where information about sustainability in continuing education courses is available :

---











http://www.colgate.edu/centers-and-institutes/howard-hughes-medical-institute/science-affiliates







Community Service

Responsible Party

John Pumilio



Criteria

Part 1

Institution engages its student body in community service, as measured by the percentage of students who participate in community

service.

Part 2

Institution engages students in community service, as measured by the average hours contributed per full-time student per year.

Institutions may exclude non-credit, continuing education, and/or part-time students from this credit.

Submission Note:

According to our annual exit survey, 73% of seniors report participating in the community service or volunteer work. Information

obtained from Brendt Simpson in Institutional Research.


Number of students engaged in community service:

2,142

Total number of students :

2,869

Does the institution wish to pursue Part 2 of this credit (community service hours)?:

Yes

Total number of student community service hours contributed during a one-year period:

31,000

Does the institution include community service achievements on student transcripts?:

No




A brief description of the practice of including community service on transcripts, if applicable:

Colgate does not include community service on transcripts.

Does the institution provide incentives for employees to participate in community service (on- or off-campus)?:

No

A brief description of the institution’s employee community service initiatives:

---

The website URL where information about the institution’s community service initiatives is available:

---




Community Stakeholder Engagement

Responsible Party

John Pumilio



Criteria

Institution has adopted a framework for community stakeholder engagement in governance, strategy and operations. The framework

includes:

1) Policies and procedures that ensure community stakeholder engagement is applied systematically and regularly across the

institution’s activities (e.g. planning and development efforts, capital investment projects, and/or other activities and decisions that

affect the broader community)

And

2) Established practices to identify and engage relevant community stakeholders, including any vulnerable or underrepresented

groups.

Frameworks adopted by entities of which the institution is part (e.g. government or university system) may count for this credit as long as

the policies apply to and are followed by the institution.

This credit does not include the engagement of internal campus stakeholders (e.g. students, faculty and staff); internal stakeholder

engagement is covered in PA 3: Governance.


Has the institution adopted a framework for community stakeholder engagement in governance, strategy and

operations?:

Yes

A brief description of the policies and procedures that ensure community stakeholder engagement is applied

systematically and regularly across the institution’s activities:

Colgate actively engages with the Hamilton community on all major institutional decisions that impact our growth and/or land use.

A brief description of how the institution identifies and engages community stakeholders, including any vulnerable or

underrepresented groups:

The population of Colgate is about as equal to the population of Hamilton. The two communities work closely together on all major

decisions. Furthermore, the majority of our faculty and staff are residents of Hamilton. Therefore, the overlap makes it difficult to




distinguish one from the other - the two communities are inherently linked and depend on each other.

List of identified community stakeholders:

Elected officials (

http://hamilton-ny.gov/village-of-hamilton/board-commissions-2

)

Hamilton Business Alliance (

http://www.visithamiltonny.com/

)

Pedestrian Safety Committee (


)

Hamilton Senior Citizen Center (

http://www.hamiltonny.com/srcenter/

)

A brief description of successful community stakeholder engagement outcomes from the previous three years:

Referendum to bring natural gas infrastructure to the village (approved).

http://hamilton-ny.gov/village-of-hamilton/natural-gas

.

Zoning changes to bring a new cultural arts center to the business district (approved).

Referendum to merge Hamilton Central School with Morrisville/Eaton (did not pass).

Collaboration with the Town of Hamilton's updated Comprehensive Plan.

http://www.townofhamiltonny.org/comprehensive-plan-committee/

Collaboration with Colgate's updated Campus Master Plan and Strategic Plans.

http://www.colgate.edu/about/past-present-and-future/strategic-planning/campus-master-plan


































The website URL where information about the institution’s community stakeholder engagement framework and

activities is available:

---




Participation in Public Policy

Responsible Party

John Pumilio



Criteria

Institution advocates for national, state/provincial, or local public policies that support campus sustainability or that otherwise advance

sustainability.

The policy advocacy must be done by the institution, not by students or a student group. This credit acknowledges institutions that

advocate for policy changes and legislation to advance sustainability broadly. Advocacy efforts that are made exclusively to advance the

institution's interests or projects may not be counted. For example, advocating for government funding for campus sustainability may be

counted, whereas lobbying for the institution to receive funds that have already been appropriated may not.


Does the institution advocate for national, state/provincial, or local public policies that support campus sustainability

or that otherwise advance sustainability?:

Yes

A brief description of how the institution engages in public policy advocacy for sustainability, including the issues,

legislation, and ordinances for or against which the institution has advocated:

In 2013, President Herbst petitioned Congress to reauthorize funding for the University Sustainability Program (USP).

A brief description of other political positions the institution has taken during the previous three years:

---

A brief description of political donations the institution made during the previous three years (if applicable):

---

The website URL where information about the institution’s advocacy efforts is available:

---




Trademark Licensing

Responsible Party

John Pumilio



Criteria

Institution is a member of the Fair Labor Association (FLA) and/or the Worker Rights Consortium (WRC).


Is the institution a member of the Worker Rights Consortium?:

Yes

Is the institution a member of the Fair Labor Association? :

Yes

Has the institution expressed an intention to participate in the WRC's Designated Suppliers Program? :

No

The website URL where information about the institution’s participation in the WRC, FLA, and/or DSP is available:

http://www.fairlabor.org/affiliates/colleges-universities?page=2



http://www.fairlabor.org/affiliates/colleges-universities?page=2


Hospital Network

Criteria

Institution’s affiliated hospital or health system is a member of the Global Green and Healthy Hospitals Network, the Healthier Hospitals

Initiative and/or Practice Greenhealth.

This credit includes hospitals and health systems that are formally affiliated with a higher education institution (sometimes called

“university hospitals”). Other types of health care providers (e.g. insurers through which an institution obtains health care for its

employees) are not included.


Is the institution a member of the Global Green and Healthy Hospitals Network?:

---

Is the institution a member of the Healthier Hospitals Initiative?:

---

Is the institution a member of Practice Greenhealth?:

---

A brief description of the hospital’s sustainability initiatives:

---

The website URL where information about the hospital’s sustainability initiatives is available:

---




Operations

Air & Climate

This subcategory seeks to recognize institutions that are measuring and reducing their greenhouse gas and air pollutant emissions. Global

climate change is having myriad negative impacts throughout the world, including increased frequency and potency of extreme weather

events, sea level rise, species extinction, water shortages, declining agricultural production, and spread of diseases. The impacts are

particularly pronounced for low-income communities and countries. In addition, institutions that inventory and take steps to reduce their

air pollutant emissions can positively impact the health of the campus community, as well as the health of their local communities and

regions.

Credit

Greenhouse Gas Emissions

Outdoor Air Quality




Greenhouse Gas Emissions

Responsible Party

John Pumilio



Criteria

Part 1

Institution has conducted a publicly available greenhouse gas (GHG) emissions inventory that includes, at minimum, Scope 1 and Scope

2 GHG emissions and may also include Scope 3 GHG emissions. The inventory may be validated internally by campus personnel who are

independent of the GHG accounting and reporting process and/or verified by an independent, external third party.

Part 2

Institution reduced its adjusted net Scope 1 and Scope 2 GHG emissions per weighted campus user compared to a baseline.

Part 3

Institution’s annual adjusted net Scope 1 and Scope 2 GHG emissions are less than the minimum performance threshold of 0.02 metric

tons of carbon dioxide equivalent (MtCO2e) per gross square foot (0.002 MtCO2e per gross square metre) of floor area.

Performance for Part 3 of this credit is assessed using EUI-adjusted floor area, a figure that accounts for significant differences in energy

use intensity (EUI) between types of building space.

For this credit, the following carbon offsets may be counted:

1. Institution-catalyzed carbon offsets (popularly known as “local offsets”)

2. Carbon sequestration due to land that the institution manages specifically for sequestration (as documented in policies, land

management plans or the equivalent)

3. Carbon storage from on-site composting

4. Third-party verified purchased carbon offsets

Purchased Renewable Energy Certificates (RECs) that are either Green-e Energy certified or meet Green-e Energy’s technical

requirements and are verified as such by a third party may be counted as zero emissions energy for purposes of Scope 2 GHG accounting.

Purchased carbon offsets and RECs that have not been third-party verified do not count.

Institutions that have sold or transferred emissions reductions, e.g. in the form of verified emissions reductions (VERs), may not count

those reductions toward this credit.





Does the institution's GHG emissions inventory include all Scope 1 and Scope 2 GHG emissions?:

Yes

Does the institution's GHG emissions inventory include all Scope 3 GHG emissions from any of the following

categories?:

Yes or No

Business travel Yes

Commuting Yes

Purchased goods and services Yes

Capital goods No

Fuel- and energy-related activities not included in Scope 1

or Scope 2No

Waste generated in operations Yes

Does the institution's GHG emissions inventory include Scope 3 emissions from other categories?:

Yes

A brief description of the methodology and/or tool used to complete the GHG emissions inventory:

Colgate's Office of Sustainability created a spreadsheet specific to our data collection process for the purposes of simplifying the

reporting process. We modeled it off of Clean Air-Cool Planet's Campus Carbon Calculator and use their imbedded emission factors.

Has the GHG emissions inventory been validated internally by personnel who are independent of the GHG

accounting and reporting process and/or verified by an independent, external third party?:

No

A brief description of the internal and/or external verification process:

---

Scope 1 and Scope 2 GHG emissions::

Performance Year Baseline Year




Scope 1 GHG emissions from

stationary combustion4,861 Metric Tons of CO2 Equivalent 7,479 Metric Tons of CO2 Equivalent

Scope 1 GHG emissions from other

sources593 Metric Tons of CO2 Equivalent 439 Metric Tons of CO2 Equivalent

Scope 2 GHG emissions from

purchased electricity1,814 Metric Tons of CO2 Equivalent 1,885 Metric Tons of CO2 Equivalent

Scope 2 GHG emissions from other

sources0 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Figures needed to determine total carbon offsets::


Institution-catalyzed carbon offsets

generated0 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Carbon sequestration due to land

that the institution manages

specifically for sequestration

1,535 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Carbon storage from on-site

composting0 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Third-party verified carbon offsets

purchased5,114 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

A brief description of the institution-catalyzed carbon offsets program:

Colgate University does not currently invest in local offsets. This is a priority for our next Sustainability and Climate Action Plan update.

A brief description of the carbon sequestration program and reporting protocol used:

At Colgate University, we recognize that carbon storage and annual sequestration is among the many assets provided by Colgate's

forested lands. In 2013, we determined that our 1,059 acres of forests contain 165,491 tons of stored carbon while sequestering an

additional 1,578 tons of carbon annually.

During the fall and winter of 2013 we surveyed 9 different units of Colgate's 1,058.7 acres

of land. This resulted in 174 sample points each measuring 1/10 acre in size. We measured every tree with a 3.0 inch dbh or greater. We

then used U.S. Forest Service protocols to estimate carbon storage and annual sequestration rates. Our full report can be viewed at



http://webedit.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/forest-management-land-use/Action/Preview



http://webedit.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/forest-man

agement-land-use/Action/Preview

.

A brief description of the composting and carbon storage program:

We compost over 3,000 lbs of food scraps every week, but we do not count the carbon sequestered.

A brief description of the purchased carbon offsets, including third party verifier(s) and contract timeframes:

In FY 2012, Colgate entered into an agreement with Patagonia Sur for the purchase of 5,000 tons of offsets per year for 15 years. The

project is a reforestation project in The Patagonia Sur Nature Reserve in the Palena province of southern Chile. Over the course of 15

years, approximately 225,000 native trees will be planted on roughly 428 acres of land which will become the Colgate University Forest.

The Patagonia Sur reforestation project is acquiring Verified Carbon Standard (VCS) certification. Importantly, the agreement creates

academic opportunities for students and faculty to conduct research within the Colgate Forest and The Patagonia Sur Nature Reserve in

general.

Figures needed to determine “Weighted Campus Users”::


Number of residential students 2,334 2,184

Number of residential employees 6 6

Number of in-patient hospital beds 0 0

Full-time equivalent enrollment 2,934 2,784

Full-time equivalent of employees 956 968

Full-time equivalent of distance

education students350 350

Start and end dates of the performance year and baseline year (or three-year periods):

Start Date End Date

Performance Year July 1, 2012 June 30, 2013








Baseline Year June 1, 2009 May 30, 2010

A brief description of when and why the GHG emissions baseline was adopted:

Our baseline was established with the hiring of our Director of Sustainability and with our first greenhouse gas inventory after signing the

American College and University Presidents' Climate Commitment in 2009. Before this, Colgate did not measure our greenhouse gas

footprint (comprehensively).

Gross floor area of building space, performance year:


Floor area of energy intensive building space, performance year:

Floor Area

Laboratory space 121,012 Square Feet

Healthcare space 2,202 Square Feet

Other energy intensive space 58,742 Square Feet

Scope 3 GHG emissions, performance year::

Emissions

Business travel 1,727 Metric Tons of CO2 Equivalent

Commuting 1,409 Metric Tons of CO2 Equivalent

Purchased goods and services 145 Metric Tons of CO2 Equivalent

Capital goods 0 Metric Tons of CO2 Equivalent

Fuel- and energy-related activities not included in Scope 1

or Scope 20 Metric Tons of CO2 Equivalent

Waste generated in operations 23 Metric Tons of CO2 Equivalent

Other categories (please specify below) 3,826 Metric Tons of CO2 Equivalent




A brief description of the sources included in Scope 3 GHG emissions from "other categories":

Airline travel paid by or through the university.

A copy of the most recent GHG emissions inventory:

---

The website URL where the GHG emissions inventory is posted:

http://rs.acupcc.org/search/?institution_name=colgate+university&carnegie_class=%3F%3F&state_or

_province=%3F%3F

A brief description of the institution’s GHG emissions reduction initiatives, including efforts made during the

previous three years:

Please visit out webpage:


.



http://rs.acupcc.org/search/?institution_name=colgate+university&carnegie_class=%3F%3F&state_or_province=%3F%3F

http://rs.acupcc.org/search/?institution_name=colgate+university&carnegie_class=%3F%3F&state_or_province=%3F%3F






Outdoor Air Quality

Responsible Party

John Pumilio



Criteria

Part 1

Institution has adopted policies or guidelines to improve outdoor air quality and minimize air pollutant emissions from mobile sources.

Policies and/or guidelines may include, but are not limited to, prohibiting vehicle idling, restrictions on the use of powered lawn care

equipment, and other strategies for minimizing mobile emissions.

Policies adopted by entities of which the institution is part (e.g. government or university system) may count for Part 1 of this credit as

long as the policies apply to and are followed by the institution.

Part 2

Institution has completed an inventory of significant air emissions from stationary sources on campus. Significant emissions include

nitrogen oxides (NOx), sulfur oxides (SOx), and other standard categories of air emissions identified in environmental permits held by the

institution, international conventions, and/or national laws or regulations.

Submission Note:

Weights of emissions are totals for the year 2013.


Does the institution have policies and/or guidelines in place to improve outdoor air quality and minimize air pollutant

emissions from mobile sources?:

Yes

A brief description of the policies and/or guidelines to improve outdoor air quality and minimize air pollutant

emissions from mobile sources:

We have an anti-idling policy for our vehicle fleet.

Has the institution completed an inventory of significant air emissions from stationary sources on campus?:

Yes

A brief description of the methodology(ies) the institution used to complete its air emissions inventory:




Our wood boiler and fuel oil boilers are tested regularly for nitrogen oxides (NOx) and sulfur oxides (SOx) and particulates. We have

always met NYS Department of Environmental Conservation and EPA guidelines.

Weight of the following categories of air emissions from stationary sources::

Weight of Emissions

Nitrogen oxides (NOx) 30 Tons

Sulfur oxides (SOx) 42 Tons

Carbon monoxide (CO) 59 Tons

Particulate matter (PM) 50 Tons

Ozone (O3) ---

Lead (Pb) ---

Hazardous air pollutants (HAPs) ---

Ozone-depleting compounds (ODCs) ---

Other standard categories of air emissions identified in

permits and/or regulations---

A brief description of the institution’s initiatives to minimize air pollutant emissions from stationary sources,

including efforts made during the previous three years:

We are switching from fuel oil to natural gas as our back up to wood in 2014. This will further improve air quality in our local area.

The website URL where information about the institution’s outdoor air quality policies, guidelines or inventory is

available:

---




Buildings

This subcategory seeks to recognize institutions that are taking steps to improve the sustainability performance of their buildings.

Buildings are generally the largest user of energy and the largest source of greenhouse gas emissions on campuses. Buildings also use

significant amounts of potable water. Institutions can design, build, and maintain buildings in ways that provide a safe and healthy

indoor environment for inhabitants while simultaneously mitigating the building’s impact on the outdoor environment.

Credit

Building Operations and Maintenance

Building Design and Construction

Indoor Air Quality




Building Operations and Maintenance

Responsible Party

John Pumilio



Criteria

Institution owns and operates buildings that are:

1) Certified under a green building rating system for existing buildings, e.g. LEED® for Existing Buildings: Operations & Maintenance

(O&M)

And/or

2) Operated and maintained in accordance with formally adopted sustainable operations and maintenance guidelines and policies that

cover all of the following:

• Impacts on the surrounding site

• Energy consumption

• Building-level energy metering

• Usage of environmentally preferable materials

• Indoor environmental quality

• Water consumption

• Building-level water metering

Building space that meets multiple criteria listed above should not be double-counted.


Does the institution have any building space certified under the following green building rating systems for existing

buildings?:

Yes or No

LEED for Existing Buildings or another 4-tier rating

system used by an Established Green Building Council

(GBC)

Yes

The DGNB system, Green Star Performance, or another

3-tier GBC rating systemNo




BREEAM-In Use, CASBEE for Existing Building, or

another 5-tier GBC rating systemNo

Other non-GBC rating systems (e.g. BOMA BESt, Green

Globes)No

A brief description of the green building rating system(s) used and/or a list or sample of certified buildings and

ratings:

Lathrop Hall is LEED certified as verified by the USGBC green building system.

Total floor area of eligible building space (operations and maintenance):


Floor area of building space that is certified at each level under a 4-tier rating system for existing buildings used by

an Established Green Building Council::

Certified Floor Area

Minimum Level (e.g. LEED Certified) 0 Square Feet

3rd Highest Level (e.g. LEED Silver) 52,000 Square Feet

2nd Highest Level (e.g. LEED Gold) 0 Square Feet

Highest Achievable Level (e.g. LEED Platinum) 0 Square Feet




Minimum Level ---

Mid-Level ---

Highest Achievable Level ---







Minimum Level ---

4th Highest Level ---

Mid-Level ---

2nd Highest Level ---


Floor area of building space that is certified at any level under other green building rating systems for existing

buildings:

---

Floor area of building space that is maintained in accordance with formally adopted sustainable building operations

and maintenance guidelines or policies, but NOT certified:

---

A copy of the sustainable building operations and maintenance guidelines or policies:

---

The date the guidelines or policies were formally adopted:

---

A brief description of the sustainable building operations and maintenance program and/or a list or sample of

buildings covered:

---

A brief description of how the institution ensures compliance with sustainable building operation and maintenance

guidelines and policies:

---

The website URL where information about the institution’s certified buildings and/or sustainable operations and

maintenance guidelines or policies is available:

http://www.colgate.edu/offices-and-services/facilities-%28b-g%29



http://www.colgate.edu/offices-and-services/facilities-%28b-g%29


Building Design and Construction

Responsible Party

John Pumilio



Criteria

Institution-owned buildings that were constructed or underwent major renovations in the previous five years are:

1) Certified under a green building rating system for new construction and major renovations (e.g. the LEED® for New Construction and

Major Renovations, LEED for Commercial Interiors, LEED for Healthcare, and/or LEED for Core and Shell Green Building Rating

Systems)

2) Certified Living under the Living Building Challenge (LBC)

And/or

3) Designed and built in accordance with formally adopted green building guidelines and policies that cover all of the following topics:

• Impacts on the surrounding site

• Energy consumption

• Building-level energy metering

• Usage of environmentally preferable materials

• Indoor environmental quality

• Water consumption

• Building-level water metering

Building space that meets multiple criteria listed above should not be double-counted.


Does the institution have any building space certified under the following green building rating systems for new

construction and major renovations?:

Yes or No

LEED or another 4-tier rating system used by an

Established Green Building Council (GBC)Yes

The DGNB system, Green Star, or another 3-tier GBC

rating systemNo




BREEAM, CASBEE, or another 5-tier GBC rating

systemNo

The Living Building Challenge No

Other non-GBC rating systems (e.g. BOMA BESt, Green

Globes)No

A brief description of the green building rating system(s) used and/or a list of certified buildings and ratings:

Trudy Fitness Center (LEED Gold)

Lathrop Hall (LEED Silver)

Total floor area of eligible building space (design and construction):

66,800 Square Feet

Floor area of building space that is certified at each level under a 4-tier rating system for new construction and major

renovations used by an Established Green Building Council::


Minimum Level (e.g. LEED Certified) 0 Square Feet

3rd Highest Level (e.g. LEED Silver) 52,000 Square Feet

2nd Highest Level (e.g. LEED Gold) 14,800 Square Feet

Highest Achievable Level (e.g. LEED Platinum) 0 Square Feet




Minimum Level ---

Mid-Level ---








Minimum Level ---

4th Highest Level ---

Mid-Level ---

2nd Highest Level ---


Floor area of building space certified Living under the Living Building Challenge:

---

Floor area of building space that is certified at any level under other green building rating systems for new

construction and major renovations:

---

Floor area of building space that was designed and constructed in accordance with green building policies or

guidelines but NOT certified:

---

A copy of the guidelines or policies :

---

The date the guidelines or policies were adopted:

---

A brief description of the green building guidelines or policies and/or a list or sample of buildings covered:

---

A brief description of how the institution ensures compliance with green building design and construction guidelines

and policies:

---




The website URL where information about the institution’s certified buildings and/or green building design and

construction guidelines or policies is available:

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/energy-

and-buildings



https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/energy-and-buildings

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/energy-and-buildings


Indoor Air Quality

Responsible Party

John Pumilio



Criteria

Institution has an indoor air quality (IAQ) management program that includes regular auditing or monitoring, a mechanism for occupants

to register complaints, and action plans to implement any corrective measures required in response to audits, monitoring or complaints.

Policies and plans adopted by entities of which the institution is part (e.g. government or university system) may count for this credit as

long as the policies apply to and are followed by the institution.


Floor area of building space covered by an indoor air quality (IAQ) management program that meets the criteria for

this credit:


Gross floor area of building space:


A brief description of the institution’s indoor air quality program(s):

The Environmental Health and Safety (EHS) Office provides safety and advisory services to the entire campus community. The office is

responsible for assessing and evaluating the environment, managing identified risks, advocating safe work practices, presenting quality

educational programs and ensuring compliance with university and regulatory standards.

The website URL where information about the institution’s indoor air quality program(s) is available:

http://www.colgate.edu/offices-and-services/environmentalhealthandsafetyoffice





Dining Services

This subcategory seeks to recognize institutions that are supporting a sustainable food system. Modern industrial food production often

has deleterious environmental and social impacts. Pesticides and fertilizers used in agriculture can contaminate ground and surface water

and soil, which can in turn have potentially dangerous impacts on wildlife and human health. The production of animal-derived foods

often subjects animals to inhumane treatment and animal products have a higher per-calorie environmental intensity than plant-based

foods. Additionally, farm workers are often directly exposed to dangerous pesticides, subjected to harsh working conditions, and paid

substandard wages. Furthermore, food is often transported long distance to institutions, producing greenhouse gas emissions and other

pollution, as well as undermining the resiliency of local communities.

Institutions can use their purchasing power to require transparency from their distributors and find out where the food comes from, how it

was produced, and how far it traveled. Institutions can use their food purchases to support their local economies; encourage safe,

environmentally-friendly and humane farming methods; and help eliminate unsafe working conditions and alleviate poverty for farmers.

These actions help reduce environmental impacts, preserve regional farmland, improve local food security, and support fair and resilient

food systems.

Please note that while dining services can also play an important role in conserving energy and water, reducing waste, and purchasing

environmentally preferable materials other than food, STARS measures these impacts across the institution instead of by department;

therefore, the benefits of these actions are captured in the Energy, Water, Waste, and Purchasing subcategories, respectively.

Credit

Food and Beverage Purchasing

Low Impact Dining




Food and Beverage Purchasing

Responsible Party

John Pumilio



Criteria

Part 1

Institution’s dining services purchase food and beverages that meet at least one of the following criteria:

• Local and community-based

And/or

• Third party verified to be ecologically sound, fair and/or humane

Food and beverage purchases that meet both criteria listed above (e.g. local community-based products that are Certified Organic) should

not be double-counted.

Local community- based products:

• Are sourced from local community-based producers (directly or through distributors)

• Contain raw ingredients (excluding water) that are third party verified and/or locally harvested and produced (e.g. bread made with

Organic flour or local honey) and

• Exclude products from Concentrated Animal Feeding Operations (CAFOs), products that have minimal nutritional value (e.g. soda,

chewing gum, candies made predominantly from sweeteners), and products from producers that have been convicted of one or more

labor law violations within the previous three years

Products that are not local and community-based must be third party verified to count. Recognized third party standards and certifications

for food and beverages are outlined in the STARS Technical Manual. Institutions located outside the U.S. and Canada may use additional

third party certifications to identify ecologically sound, fair and humane products, provided the certifications are reported in “Notes about

this submission”.

Part 1 of this credit includes food and beverage purchases for on-campus dining operations and catering services operated by the

institution or the institution’s primary dining services contractor (e.g. Aramark, Bon Appétit Management Company, Chartwells,

Sodexo). On-site franchises, convenience stores, vending services, and concessions are excluded from Part 1.

Part 2

Institution’s on-site franchises, convenience stores, vending services, and/or concessions purchase food and beverages that are third party

verified and/or locally sourced (i.e. meet the criteria outlined in Part 1).

Submission Note:




Starbucks is the only franchise on campus and they do not serve food in an appreciable amount.


Percentage of dining services food and beverage expenditures that are local and community-based and/or third party

verified:

19.59

A copy of an inventory, list or sample of sustainable food and beverage purchases:

2012 Olivia Kuby Seminar Paper.pdf

An inventory, list or sample of sustainable food and beverage purchases:

---

Does the institution wish to pursue Part 2 of this credit (food and beverage expenditures for on-site franchises,

convenience stores, vending services, or concessions)?:

No

Percentage of on-site franchise, convenience store, vending services, and concessions food and beverage purchases

that are local and community-based and/or third party verified:

---

A copy of an inventory, list or sample of on-site franchise, convenience store, vending machine, and/or concessions

food and beverage purchases that are sustainably produced:

---

An inventory, list or sample of on-site franchise, convenience store, vending machine, and/or concessions food and

beverage purchases that are sustainably produced:

---

A brief description of the sustainable food and beverage purchasing program:

Colgate uses a local distributor who purchases and delivers locally produced foods (e.g., vegetables, herbs, diary, poultry, swine, beef,

grains, etc.) to the university. We also purchase local foods from area vendors such as Byrne Dairy, United Whole Foods, Mento, and

others. Altogether, the university spends about 20% of its food budget on local and or 3rd party certified food and beverage items. This

conclusion is the result of a 2012 report by Colgate student, Olivia Kuby '12.

A brief description of the methodology used to track/inventory sustainable food and beverage purchases:

It is a very manual process. At this point we are going through receipts and calling distributors and suppliers. We are working with our

dining service provide and local distributors to change the system.



http://stars.aashe.org/media/secure/473/6/481/3689/2012%20Olivia%20Kuby%20Seminar%20Paper.pdf


Total annual food and beverage expenditures:


Which of the following food service providers are present on campus and included in the total food and beverage

expenditure figures?:

Present? Included?

Dining operations and catering

services operated by the institutionNo No

Dining operations and catering

services operated by a contractorYes Yes

Franchises Yes No

Convenience stores No No

Vending services No No

Concessions No No

Has the institution achieved the following?:

Yes or No

Fair Trade Campus, College or University status No

Certification under the Green Seal Standard for

Restaurants and Food Services (GS-46)No

Marine Stewardship Council (MSC) certification No

Signatory of the Real Food Campus Commitment (U.S.) No

A brief description of other sustainable restaurant and food service standards that the institution’s dining services

operations are certified under:

---

The website URL where information about the institution's sustainable food and beverage purchasing efforts is




available:

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/sustainable-fo

od-and-dining






Low Impact Dining

Responsible Party

John Pumilio



Criteria

Part 1

Conventionally produced animal products comprise less than 30 percent of the institution’s total dining services food purchases.

Conventionally produced animal products include all food products that contain animal derived (i.e. meat, fish, egg, dairy) ingredients

that have not been verified to be sustainably produced. Sustainably produced animal products have been either:

• Third party verified to be ecologically sound and/or humane (see OP 6: Food and Beverage Purchasing)

Or

• Verified by the institution to be both ecologically sound and humane (e.g. “Pasture Raised”, “Grass Fed” or “Humanely Raised”)

through a relationship with a local producer

Part 2

Institution:

• Offers diverse, complete-protein vegan options at all meals in at least one dining facility on campus

And

• Provides labels and/or signage that distinguishes between vegan, vegetarian (not vegan), and other items

This credit includes on-campus dining operations and catering services operated by the institution or the institution’s primary dining

services contractor. On-site franchises, convenience stores, vending machines, and concessions should be excluded to the extent feasible.

Submission Note:

Data on conventional vs sustainable animal products purchased is an estimate based off of incomplete information.


Percentage of total dining services food purchases comprised of conventionally produced animal products:

30




A brief description of the methodology used to track/inventory expenditures on animal products:

This is a complete estimate based off of a 2012 student report on local and sustainable food purchases. The student did not attempt to

breakdown animal product purchases so we had to estimate this based on the data we did have.

Does the institution offer diverse, complete-protein vegan dining options at all meals in at least one dining facility on

campus?:

Yes

Does the institution provide labels and/or signage that distinguishes between vegan, vegetarian (not vegan), and other

items?:

Yes

Are the vegan options accessible to all members of the campus community?:

Yes

A brief description of the vegan dining program, including availability, sample menus, signage and any promotional

activities (e.g. “Meatless Mondays”):

We have a vegan bar (The Wild Mushroom) available for every dinner in our main dining hall. We also have vegetarian and vegan

options for every meal.

A brief description of other efforts the institution has made to reduce the impact of its animal-derived food purchases:

Students working in the Office of Sustainability and as members of several environmentally-focused student clubs have organized

advocated for meatless Mondays and other awareness campaigns to reduce consumption of animal products.

The website URL where information about where information about the vegan dining program is available:

http://www.colgate.edu/campus-life/campus-dining/dining-locations

Annual dining services expenditures on food:


Annual dining services expenditures on conventionally produced animal products:

710,796 US/Canadian $

Annual dining services expenditures on sustainably produced animal products:




http://www.colgate.edu/campus-life/campus-dining/dining-locations


Energy

This subcategory seeks to recognize institutions that are reducing their energy consumption through conservation and efficiency, and

switching to cleaner and renewable sources of energy such as solar, wind, geothermal, and low-impact hydropower. For most institutions,

energy consumption is the largest source of greenhouse gas emissions, which cause global climate change. Global climate change is

having myriad negative impacts throughout the world, including increased frequency and potency of extreme weather events, sea level

rise, species extinction, water shortages, declining agricultural production, ocean acidification, and spread of diseases. The impacts are

particularly pronounced for vulnerable and poor communities and countries. In addition to causing global climate change, energy

generation from fossil fuels, especially coal, produces air pollutants such as sulfur dioxide, nitrogen oxides, mercury, dioxins, arsenic,

cadmium and lead. These pollutants contribute to acid rain as well as health problems such as heart and respiratory diseases and cancer.

Coal mining and oil and gas drilling can also damage environmentally and/or culturally significant ecosystems. Nuclear power creates

highly toxic and long-lasting radioactive waste. Large-scale hydropower projects flood habitats and disrupt fish migration and can involve

the relocation of entire communities.

Implementing conservation measures and switching to renewable sources of energy can help institutions save money and protect them

from utility rate volatility. Renewable energy may be generated locally and allow campuses to support local economic development.

Furthermore, institutions can help shape markets by creating demand for cleaner, renewable sources of energy.

Credit

Building Energy Consumption

Clean and Renewable Energy




Building Energy Consumption

Responsible Party

John Pumilio



Criteria

Part 1

Institution has reduced its total building energy consumption per gross square foot/metre of floor area compared to a baseline.

Part 2

Institution’s annual building energy consumption is less than the minimum performance threshold of 28 Btu per gross square foot (2.6

Btu per gross square metre) of floor area per degree day.

Performance for Part 2 of this credit is assessed using EUI-adjusted floor area, a figure that accounts for significant differences in energy

use intensity (EUI) between types of building space.

Submission Note:

2009 Baseline:

Wood chips = 22249 tons = 10 MMBtu/ton = 222490 MMBtus

Fuel oil #6 = 371457 gallons = 0.150 MMBtu/gallon = 55719 MMBtus


Electricity = 31571030 kWh = 0.003412 MMBtu/kWh = 107720 MMBtus

TOTAL = 411488 MMBtus

2012 Performance:

Wood chips = 21718 tons = 10 MMBtu/ton = 217180 MMBtus



Electricity = 30390822 kWh = 0.003412 MMBtu/kWh = 103694 MMBtus

TOTAL = 376,304 MMBtus


Total building energy consumption, all sources (transportation fuels excluded):


Total building energy consumption 376,304 MMBtu 411,488 MMBtu




Purchased electricity and steam:


Grid-purchased electricity 103,694 MMBtu 107,720 MMBtu

District steam/hot water 272,610 MMBtu 303,768 MMBtu

Gross floor area of building space::


Gross floor area 2,340,773 Gross Square Feet 2,331,239 Gross Square Feet

Floor area of energy intensive space, performance year::

Floor Area

Laboratory space 121,012 Square Feet

Healthcare space 2,202 Square Feet

Other energy intensive space

Degree days, performance year (base 65 °F / 18 °C)::

Degree Days

Heating degree days 6,858

Cooling degree days 656

Source-site ratios::

Source-Site Ratio (1.0 - 5.0; see help icon above)

Grid-purchased electricity 3.14

District steam/hot water 1.20




Start and end dates of the performance year and baseline year (or 3-year periods)::

Start Date End Date



A brief description of when and why the building energy consumption baseline was adopted:

It was the first year we conducted a comprehensive greenhouse gas inventory after signing the American College and Universities

Presidents' Climate Commitment. 2009 was also the year Colgate's official sustainability program started.

A brief description of any building temperature standards employed by the institution:

We have an ongoing program utilizing data from the campus energy management and utility data acquisition systems to reduce energy

demand through modification and optimization of control schemes, occupancy control schedules, temperature setback, and outdoor air

ventilation systems management

A brief description of any light emitting diode (LED) lighting employed by the institution:

We recently replaced sixty 250-watt and eighteen 100-watt incandescent bulbs from Olin Hall's Love Auditorium and replaced them with

seventy-eight 20-watt energy efficient LED lights. The LED lights cost about $3,500. The project was refunded $2,000 from the

Hamilton Coop Electric. So, overall the project cost Colgate about $1,500 plus the cost of labor. This lighting upgrade will reduce energy

consumption by about 420,000 kWh a year. At $0.041 per kWh this will save Colgate approximately $17,500 a year in electricity costs

and reduce our campus carbon footprint by 25 tons.

A brief description of any occupancy and/or vacancy sensors employed by the institution:

We use motion detectors in most of our academic buildings, all newer buildings, and all buildings that have been recently renovated.

A brief description of any passive solar heating employed by the institution:

---

A brief description of any ground-source heat pumps employed by the institution:

---

A brief description of any cogeneration technologies employed by the institution:




---

A brief description of any building recommissioning or retrofit program employed by the institution:

---

A brief description of any energy metering and management systems employed by the institution:

Over the past few years, we have invested in sub-metering for all buildings connected to our main steam line. This project included

upgrading our energy management system to allow our college engineer and facilities staff to identify energy waste and better control

energy use on campus.

A brief description of the institution's program to replace energy-consuming appliances, equipment and systems with

high efficiency alternatives:

We have a campus policy to purchase Energy Star appliances and EPEAT computer systems.

A brief description of any energy-efficient landscape design initiatives employed by the institution:

Since 2011, we have incorporated about 20 acres into a reduced mow regime.

A brief description of any vending machine sensors, lightless machines, or LED-lit machines employed by the

institution:

We recently contracted with Coca-Cola to replace all our current vending machines with energy efficient ones that have the vending

miser. Overall, we only have a handful of vending machines on campus.

A brief description of other energy conservation and efficiency initiatives employed by the institution:

Many. See our Sustainability and Climate Action Plan for a list of the projects we have and continue to implement.

The website URL where information about the institution’s energy conservation and efficiency initiatives is available:

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning





Clean and Renewable Energy

Responsible Party

John Pumilio



Criteria

Institution supports the development and use of clean and renewable energy sources, using any one or combination of the following

options.

Option 1:

Generating electricity from clean and renewable energy sources on

campus and retaining or retiring the rights to the environmental

attributes of such electricity. (In other words, if the institution has

sold Renewable Energy Credits for the clean and renewable energy

it generated, it may not claim such energy here.) The on-site

renewable energy generating devices may be owned and/or

maintained by another party as long as the institution has contractual

rights to the associated environmental attributes.

Option 2:Using renewable sources for non-electric, on-site energy generation,

such as biomass for heating.

Option 3:

Catalyzing the development of off-site clean and renewable energy

sources (e.g. an off-campus wind farm that was designed and built

to supply electricity to the institution) and retaining the

environmental attributes of that energy.

Option 4:

Purchasing the environmental attributes of electricity in the form

of Renewable Energy Certificates (RECs) or other similar renewable

energy products that are either Green-e Energy certified or meet

Green-e Energy’s technical requirements and are verified as such by

a third party, or purchasing renewable electricity through the

institution’s electric utility through a certified green power

purchasing option.

Since this credit is intended to recognize institutions that are actively supporting the development and use of clean and renewable energy,

neither the electric grid mix for the region in which the institution is located nor the grid mix reported by the electric utility that serves the

institution count for this credit.

The following renewable systems are eligible for this credit:

• Concentrated solar thermal

• Geothermal systems that generate electricity

• Low-impact hydroelectric power

• Solar photovoltaic

• Wave and tidal power




• Wind

Biofuels from the following sources are eligible:

• Agricultural crops

• Agricultural waste

• Animal waste

• Landfill gas

• Untreated wood waste

• Other organic waste

Technologies that reduce the amount of energy used but do not generate renewable energy do not count for this credit. For example,

daylighting, passive solar design, and ground-source heat pumps are not counted in this credit. The benefits of such strategies, as well as

improved efficiencies achieved through using cogeneration technologies, are captured by OP 1: Greenhouse Gas Emissions and OP 8:

Building Energy Consumption.

Transportation fuels, which are covered by OP 1: Greenhouse Gas Emissions and OP 18: Campus Fleet, are not included in this credit.


Clean and renewable energy from the following sources::

Performance Year

Option 1: Clean and renewable electricity generated

on-site during the performance year and for which the

institution retains or has retired the associated

environmental attributes

0 MMBtu

Option 2: Non-electric renewable energy generated

on-site217,180 MMBtu

Option 3: Clean and renewable electricity generated by

off-site projects that the institution catalyzed and for

which the institution retains or has retired the associated

environmental attributes

0 MMBtu

Option 4: Purchased third-party certified RECs and

similar renewable energy products (including renewable

electricity purchased through a certified green power

purchasing option)

16,593 MMBtu

Total energy consumption, performance year:

376,304 MMBtu




A brief description of on-site renewable electricity generating devices :

All of our electricity is purchased from our local municipality.

A brief description of on-site renewable non-electric energy devices:

Colgate's wood-fired boiler processes approximately 20,000 tons of locally and sustainably harvested wood chips per year. Each year, this

renewable and carbon neutral resource helps the university avoid consuming the equivalent of 1.2 million gallons of fuel oil and saves us

over $1.8 million in heating costs.

We also grow some of our own energy in the form of fast-growing willow. Our willow plot is located only a mile from campus on a 7.5

acre plot. We anticipate harvesting about 100 tons of willow every 3 years over the next 30 years.

A brief description of off-site, institution-catalyzed, renewable electricity generating devices:

---

A brief description of the RECs and/or similar renewable energy products:

In 2013, we purchased 4,863 mWh of Green-e certified wind RECs from Sterling Planet.

The website URL where information about the institution's renewable energy sources is available:

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/renewable-ener

gy



http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/renewable-energy

http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/renewable-energy


Grounds

This subcategory seeks to recognize institutions that plan and maintain their grounds with sustainability in mind. Beautiful and

welcoming campus grounds can be planned, planted, and maintained in any region while minimizing the use of toxic chemicals,

protecting wildlife habitat, and conserving water and resources.

Credit

Landscape Management

Biodiversity




Landscape Management

Responsible Party

John Pumilio



Criteria

Institution’s grounds include areas that are managed at one or more of the following levels:

1) Managed in accordance with an Integrated Pest Management (IPM) Plan

2) Managed in accordance with a sustainable landscape management program

And/or

3) Organic, certified and/or protected

The level at which an area of grounds is managed may be determined as outlined in the table below:

Management Level Standards and/or Certifications Required

1) IPM Plan

IPM plan calls for:

• Using least-toxic chemical pesticides,

• Minimum use of chemicals, and

• Use of chemicals only in targeted locations and only for

targeted species




2) Sustainable Landscape Management Program

The program includes formally adopted guidelines, policies

and/or practices that cover all of the following:

• Integrated pest management (see above)

• Plant stewardship - protecting and using existing vegetation

(e.g. through the use of a tree care plan), using native and

ecologically appropriate plants, and controlling and managing

invasive species

• Soil stewardship - organic soils management practices that

restore and/or maintain a natural nutrient cycle and limit the

use of inorganic fertilizers and chemicals

• Use of environmentally preferable materials - utilizing reused,

recycled and local and sustainably produced landscape

materials

• Hydrology and water use - restoring and/or maintaining the

integrity of the natural hydrology by promoting water

infiltration, minimizing or eliminating the use of potable

water for irrigation, and protecting/restoring riparian, wetland,

and shoreline habitats and lost streams

• Materials management and waste minimization - composting

and/or mulching waste from groundskeeping, including grass

trimmings

• Snow and ice management (if applicable) - implementing

technologies or strategies to reduce the environmental impacts

of snow and ice removal

3) Organic, Certified and/or Protected

Protected areas and land that is:

• Maintained in accordance with an organic land care standard

or sustainable landscape management program that has

eliminated the use of inorganic fertilizers and chemical

pesticides, fungicides and herbicides in favor of ecologically

preferable materials

• Certified Organic

• Certified under the Forest Stewardship Council (FSC) Forest

Management standard

• Certified under the Sustainable Sites Initiative™ (SITES™)

and/or

• Managed specifically for carbon sequestration (as documented

in policies, land management plans or the equivalent)

Land that meets multiple criteria should not be double-counted. An area of grounds that does not meet the standards specified for a

particular management level should be reported at the next appropriate level for which it does meet the standards. For example, a

landscape management program that includes an IPM plan and meets some, but not all, of the other standards listed for a sustainable

landscape management plan should be reported at level 1 (IPM Plan).





Figures required to calculate the total area of managed grounds::

Area

Total campus area 1,780 Acres

Footprint of the institution's buildings 170 Acres

Area of undeveloped land, excluding any protected areas 1,448 Acres

Area of managed grounds that is::

Area

Managed in accordance with an Integrated Pest

Management (IPM) Plan162 Acres

Managed in accordance with a sustainable landscape

management program that includes an IPM plan and

otherwise meets the criteria outlined

0 Acres

Managed organically, third party certified and/or

protected0 Acres

A copy of the IPM plan:

---

The IPM plan :

Colgate University has been applying IPM principles on campus grounds and athletic fields for years. It is truly a practice not a written

plan.

A brief summary of the institution’s approach to sustainable landscape management:

---

A brief description of how the institution protects and uses existing vegetation, uses native and ecologically

appropriate plants, and controls and manages invasive species:

Our campus grounds, buildings, and landscaping are lined with all local and native tree species, shrubs, and flower gardens.




A brief description of the institution’s landscape materials management and waste minimization policies and

practices:

All of Colgate's grass trimmings are mulched up during the mowing process, we do not collect clippings. Furthermore, all tree limbs and

yard waste is collected, chipped, and used to provide energy in our wood-fired boiler.

A brief description of the institution’s organic soils management practices:

---

A brief description of the institution’s use of environmentally preferable materials in landscaping and grounds

management:

---

A brief description of how the institution restores and/or maintains the integrity of the natural hydrology of the

campus:

---

A brief description of how the institution reduces the environmental impacts of snow and ice removal (if applicable):

We have replaced road salt with magnesium chloride that is more environmentally benign.

A brief description of any certified and/or protected areas:

In 2013, we certified 1,059 acres of forested land under the American Tree Farm System for long-term sustainable management.

Is the institution recognized by the Arbor Day Foundation's Tree Campus USA program (if applicable)?:

No

The website URL where information about the institution’s sustainable landscape management programs and

practices is available:

---




Biodiversity

Responsible Party

John Pumilio



Criteria

The institution conducts one or both of the following:

• An assessment to identify endangered and vulnerable species (including migratory species) with habitats on institution-owned or

-managed land

And/or

• An assessment to identify environmentally sensitive areas on institution-owned or -managed land

The institution has plans or programs in place to protect or positively affect the species, habitats and/or environmentally sensitive areas

identified.

Assessments conducted and programs adopted by other entities (e.g. government, university system, NGO) may count for this credit as

long as the assessments and programs apply to and are followed by the institution.


Does the institution own or manage land that includes or is adjacent to legally protected areas, internationally

recognized areas, priority sites for biodiversity, and/or regions of conservation importance?:

No

A brief description of any legally protected areas, internationally recognized areas, priority sites for biodiversity,

and/or regions of conservation importance on institution owned or managed land:

---

Has the institution conducted an assessment or assessments to identify endangered and vulnerable species with

habitats on institution-owned or –managed land?:

Yes

Has the institution conducted an assessment or assessments to identify environmentally sensitive areas on

institution-owned or –managed land?:

Yes




The methodology(-ies) used to identify endangered and vulnerable species and/or environmentally sensitive areas and

any ongoing assessment and monitoring mechanisms:

As part of the process to receive Tree Farm Certification, we worked with the NYS Department of Environmental Conservation to

identify any endangered or threatened species on our property. This survey process will be repeated every five years.

A brief description of identified species, habitats and/or environmentally sensitive areas:

Spreading Globeflower (Trollius laxus, NYS listed as Rare) was identified on an adjacent property but not directly on Colgate property.

A brief description of plans or programs in place to protect or positively affect identified species, habitats and/or

environmentally sensitive areas:

Colgate manages 1,059 acres of forest that is mostly unfragmented and contains intact local ecosystems. Our 2007 Forest and Open Lands

Stewardship Plan further designates hundreds of acres as "preservation." In 2013, we received American Tree Farm Certification for all of

our forestland to demonstrate long-term sustainable forest management. Additionally, Taylor Lake---located on the main

campus---attracts different species of birds such as mergansers, ducks, geese, other types of waterfowl, and neotropical migrants.

The website URL where information about the institution’s biodiversity policies and programs(s) is available:

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/land-us

e-and-grounds-maintenance



https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/land-use-and-grounds-maintenance

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/land-use-and-grounds-maintenance


Purchasing

This subcategory seeks to recognize institutions that are using their purchasing power to help build a sustainable economy. Collectively,

colleges and universities spend many billions of dollars on goods and services annually. Each purchasing decision represents an

opportunity for institutions to choose environmentally and socially preferable products and services and support companies with strong

commitments to sustainability.

Credit

Electronics Purchasing

Cleaning Products Purchasing

Office Paper Purchasing

Inclusive and Local Purchasing

Life Cycle Cost Analysis

Guidelines for Business Partners




Electronics Purchasing

Responsible Party

John Pumilio



Criteria

Part 1

Institution has an institution-wide stated preference to purchase computers and/or other electronic products that are EPEAT registered or

meet similar multi-criteria sustainability standards for electronic products. This can take the form of purchasing policies, guidelines, or

directives.

Policies and directives adopted by entities of which the institution is part (e.g. government or university system) may count for this credit

as long as the policies apply to and are followed by the institution.

Part 2

Institution purchases EPEAT registered products for desktop and notebook/laptop computers, displays, thin clients, televisions and

imaging equipment.

This credit does not include servers, mobile devices such as tablets and smartphones, or specialized equipment for which no EPEAT

certified products are available.


Does the institution have an institution-wide stated preference to purchase computers and/or other electronic

products that are EPEAT registered or meet similar multi-criteria sustainability standards for electronic products?:

Yes

A copy of the electronics purchasing policy, directive, or guidelines:

---

The electronics purchasing policy, directive, or guidelines :

In 2013, Colgate joined the State Electronics Challenge (SEC) and we are committed to purchasing 95% of our electronic equipment to

be EPEAT certified.

http://www.stateelectronicschallenge.net/requirements_checklist.html

.








A brief description of steps the institution has taken to ensure that the purchasing policy, directives, or guidelines are

followed:

Every standard configuration workstation, desktop and laptop that Colgate currently buys is EPEAT Gold, whether from HP or Apple,

our normal vendors.

Does the institution wish to pursue to pursue Part 2 of this credit (expenditures on EPEAT registered electronics)?:

Yes

Expenditures on EPEAT registered desktop and laptop computers, displays, thin clients, televisions, and imaging

equipment::

Expenditure Per Level

EPEAT Bronze 0 US/Canadian $

EPEAT Silver 15,500 US/Canadian $

EPEAT Gold 596,550 US/Canadian $

Total expenditures on desktop and laptop computers, displays, thin clients, televisions, and imaging equipment:


The website URL where information about the institution's electronics purchasing policy, directive, or guidelines is

available:

http://www.colgate.edu/offices-and-services/purchasing/procurement-sustainability





Cleaning Products Purchasing

Responsible Party

John Pumilio



Criteria

Part 1

Institution has an institution-wide stated preference to purchase cleaning and janitorial products that are Green Seal™ or UL Environment

(EcoLogo)™ certified and/or meet similar multi-criteria sustainability standards for cleaning and janitorial products. This can take the

form of purchasing policies, guidelines, or directives.

Policies and directives adopted by entities of which the institution is part (e.g. government or the university system) may count for this

credit as long as the policies apply to and are followed by the institution.

Part 2

Institution’s main cleaning or housekeeping department(s) and/or contractor(s) purchase Green Seal or UL Environment (EcoLogo)

certified cleaning and janitorial products.

Cleaning and janitorial products include, at minimum:

• Cleaning/degreasing agents

• General-purpose, bathroom, glass, and carpet cleaners

• Biologically-active cleaning products (enzymatic and microbial products)

• Floor-care products, e.g. floor finish and floor finish strippers

• Hand cleaners

• Sanitary paper products, e.g. toilet tissue, facial tissue, paper towels, napkins, and placemats

• Plastic film products (e.g. garbage bags/liners)

• Laundry care products including powder, liquid or pre-measured dosage laundry detergents, stain removers and dryer sheets

• Specialty surface cleaning products and odor removers, including but not limited to: boat cleaning products; deck and outdoor

furniture cleaning products; graffiti removers; metal cleaning products; motor vehicle (automotive/tire/wheel) cleaning products;

motor vehicle windshield washing fluid; optical lens cleaning products; oven cleaning products; upholstery cleaning products; and

other cleaning products sold for specific specialty uses


Does the institution have an institution-wide stated preference to purchase third party certified cleaning and

janitorial products?:

Yes




A copy of the green cleaning product purchasing policy, directive, or guidelines:

---

The green cleaning product purchasing policy, directive, or guidelines:

Colgate's Environmental Services Department uses cleaning products that are Green Seal certified to meet or exceed GS-37 and GS-42

standards. We also have floor and hand held machines which use ionized water to clean surfaces which have also been independently

evaluated in their effectiveness. These products and practices provide a sanitary environment for our faculty, staff, and students while

providing for a safer work environment for our employees.


followed:

Purchasing Green Seal cleaning products is the only option made available through out purchasing contracts and vendors.

Does the institution wish to pursue Part 2 of this credit (expenditures on cleaning and janitorial products)?:

Yes

Expenditures on Green Seal and/or UL Environment (EcoLogo) certified cleaning and janitorial products:


Total expenditures on cleaning and janitorial products:


Has the institution's main cleaning or housekeeping department(s) and/or contractor(s) adopted a Green Seal or ISSA

certified low-impact, ecological (“green”) cleaning program?:

Yes

A brief description of the institution’s low-impact, ecological cleaning program:

We are committed to Green Seal’s Environmental Standard for Commercial Cleaning Services (GS-42).

A copy of the sections of the cleaning contract(s) that reference certified green products:

---

The sections of the cleaning contract(s) that reference certified green products:

---

The website URL where information about the institution’s green cleaning initiatives is available:






Office Paper Purchasing

Responsible Party

John Pumilio



Criteria

Part 1

Institution has an institution-wide stated preference to purchase office paper that has recycled content, is certified by the Forest

Stewardship Council (FSC), and/or is certified to meet similar multi-criteria sustainability standards for paper. This can take the form of

purchasing policies, guidelines, or directives.

Policies and directives adopted by entities of which the institution is part (e.g. government or the university system) may count for this

credit as long as the policies apply to and are followed by the institution.

Part 2

Institution purchases office paper with post-consumer recycled, agricultural residue, and/or FSC certified content.


Does the institution have an institution-wide stated preference to purchase office paper that has recycled content

and/or is certified to meet multi-criteria sustainability standards for paper?:

Yes

A copy of the paper purchasing policy, directive or guidelines:

---

The paper purchasing policy, directive or guidelines:

We worked out an agreement with our vendor, W.B. Mason, to offer only recycled paper options to our employees. Purchasing

non-recycled paper is not an option at Colgate.


followed :

We established the goal that Colgate would no longer purchase non-recycled paper by 2012 in our 2011 Sustainability and Climate

Action Plan. That goal was met and 2012 was the first year in our history where only recycled content paper was purchased and used on

campus. Furthermore, in 2012, we also purchased over 4,000 lbs of tree-free, carbon neutral paper.




Does the institution wish to pursue Part 2 of this credit (expenditures on office paper)?:

Yes

Expenditures on office paper with the following levels of post-consumer recycled, agricultural residue, and/or FSC

certified content::

Expenditure Per Level

10-29 percent 0 US/Canadian $

30-49 percent 25,794 US/Canadian $

50-69 percent 5,436 US/Canadian $

70-89 percent (or FSC Mix label) 0 US/Canadian $

90-100 percent (or FSC Recycled label) 23,376 US/Canadian $

Total expenditures on office paper :


The website URL where information about the paper purchasing policy, directive, or guidelines is available:

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/procure

ment-and-purchasing-policies



https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/procurement-and-purchasing-policies

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/procurement-and-purchasing-policies


Inclusive and Local Purchasing

Responsible Party

John Pumilio



Criteria

Part 1

Institution has an institution-wide stated intent to support disadvantaged businesses, social enterprises, and/or local community-based

businesses.

Support could take the form of giving preference during RFP processes, conducting targeted outreach to these businesses about

opportunities to work with the institution, and/or other efforts to increase purchases made from such businesses.

Part 2

Institution makes purchases from companies that include disadvantaged businesses, social enterprises and/or local community-based

businesses.

Purchases that meet multiple criteria listed above should not be double counted. Food and beverage purchases, which are covered by OP

6: Food and Beverage Purchasing and OP 7: Low Impact Dining, are not included in this credit.


Does the institution have an institution-wide stated intent to support disadvantaged businesses, social enterprises,

and/or local community-based businesses?:

Yes

A copy of the policy, guidelines or directive governing inclusive and local purchasing:

---

The policy, guidelines or directive governing inclusive and local purchasing:

Colgate University has established a Historically Underutilized / Small Business Procurement Program to track and promote procurement

with small, disadvantaged and women-owned businesses.

Program Objectives: 1) Inform the campus community on the needs and capabilities of small, disadvantaged, and women-owned

businesses. 2) To increase participation of small, disadvantaged, and women-owned business concerns in the Colgate University

procurement process.




Program Highlights:

The Colgate University Purchasing Department will continue to collect and compile vendor data related to the business classifications of

vendors providing services and goods to the university. By doing so, the above data will continue to become available on an annual basis

to monitor and highlight program trends.

The above goals are an effort to demonstrate that the Purchasing Department and the Colgate community can effectively include

Historically Underutilized Businesses in the procurement process.

Does the institution wish to pursue Part 2 of this credit (inclusive and local expenditures)?:

No

The percentage of total purchases from disadvantaged businesses, social enterprises and/or local community-based

businesses:

---

The website URL where information about the institution’s inclusive and local purchasing policies and/or program is

available:

http://www.colgate.edu/offices-and-services/purchasing/hubpurchasing



http://www.colgate.edu/offices-and-services/purchasing/hubpurchasing


Life Cycle Cost Analysis

Responsible Party

John Pumilio



Criteria

Institution employs Life Cycle Cost Analysis (LCCA) as a matter of policy and practice when evaluating energy- and water-using

products and systems. Practices may include structuring RFPs so that vendors compete on the basis of lowest total cost of ownership

(TCO) in addition to (or instead of) purchase price.


Does the the institution employ Life Cycle Cost Analysis (LCCA) as a matter of policy and practice when evaluating

energy and water-using products and systems?:

Yes

Does the institution employ LCCA as a matter of policy and practice across the operations of the entire institution

(i.e. all divisions)?:

No

A brief description of the LCCA policy(ies) and practice(s):

For all new construction and major renovations, we evaluate energy-based systems and water conservation projects on first cost, annual

operating cost, annual cost/savings, estimated life of the project, and other intangible values before making a final decision.

The website URL where information about the institution’s LCCA policies and practices is available:

---




Guidelines for Business Partners

Responsible Party

John Pumilio



Criteria

Institution has and acts on policies, guidelines and/or agreements that set expectations about the social and environmental responsibility

of its business partners. The policies, guidelines and/or agreements require new and/or existing vendors and contractors and/or

franchisees to adhere to:

1) Minimum environmental standards and practices defined by the institution, for example as outlined by the institution’s

sustainability policies

And/or

2) Minimum standards and practices governing employee wages, benefits, working conditions and rights that are consistent with

fundamental International Labor Organization (ILO) conventions.

All enterprises with employees on-site as part of regular campus operations (e.g. contractors and franchisees) and other standing and/or

formal business relationships (e.g. regular vendors and contracted services) are included.

Businesses that produce and/or sell licensed articles bearing the institution’s trademarked logo (“licensees”) are not included. They are

covered in EN 15: Trademark Licensing.

The credit acknowledges institutional engagement in selecting its business partners and guiding them toward sustainability. Policies,

guidelines or practices of the businesses themselves do not count for this credit in the absence of institutional selection criteria and/or

guidance. Requiring compliance with existing legislation does not count on its own, but may be included as part of broader requirements

that meet the criteria outlined above.

Policies adopted by entities of which the institution is part (e.g. government or university system) may count for this credit as long as the

policies apply to and are followed by the institution.


How many of the institution’s business partners are covered by policies, guidelines and/or agreements that require

adherence to minimum environmental standards?:

All

How many of the institution’s business partners are covered by policies, guidelines and/or agreements that require

adherence to minimum standards governing employee wages, benefits, working conditions and rights?:




None

A copy of the policies, guidelines, and/or agreements with the institution's business partners (or a representative

sample):

---

The policies, guidelines, and/or agreements with the institution's business partners (or a representative sample):

Colgate's 2011 Sustainability and Climate Action Plan establishes baseline environmental criteria that we expect from each of our

business partners. For example, the Sustainability Office works closely with our Dining Services provider and office supplier to ensure

that our environmental goals are being met.

A brief description of programs and strategies institution has implemented to ensure that the guidelines are followed,

including a brief description of instances when the guidelines have changed purchasing behavior, if applicable:

We do not have a formal vendor code of conduct.

The website URL where information about the institution’s guidelines for its business partners is available:

http://www.colgate.edu/offices-and-services/purchasing



http://www.colgate.edu/offices-and-services/purchasing


Transportation

This subcategory seeks to recognize institutions that are moving toward sustainable transportation systems. Transportation is a major

source of greenhouse gas emissions and other pollutants that contribute to health problems such as heart and respiratory diseases and

cancer. Due to disproportionate exposure, these health impacts are frequently more pronounced in low-income communities next to

major transportation corridors. In addition, the extraction, production, and global distribution of fuels for transportation can damage

environmentally and/or culturally significant ecosystems and may financially benefit hostile and/or oppressive governments.

At the same time, campuses can reap benefits from modeling sustainable transportation systems. Bicycling and walking provide human

health benefits and mitigate the need for large areas of paved surface, which can help campuses to better manage storm water.

Institutions may realize cost savings and help support local economies by reducing their dependency on petroleum-based fuels for

transportation.

Credit

Campus Fleet

Student Commute Modal Split

Employee Commute Modal Split

Support for Sustainable Transportation




Campus Fleet

Responsible Party

John Pumilio



Criteria

Institution supports alternative fuel and power technology by including in its motorized vehicle fleet vehicles that are:

A. Gasoline-electric hybrid

B. Diesel-electric hybrid

C. Plug-in hybrid

D. 100 percent electric

E. Fueled with Compressed Natural Gas (CNG)

F. Hydrogen fueled

G. Fueled with B20 or higher biofuel for more than 4 months of the year

And/or

H. Fueled with locally produced, low-level (e.g. B5) biofuel for more than 4 months of the year (e.g. fuel contains cooking oil

recovered and recycled on campus or in the local community)

For this credit, the institution’s motorized fleet includes all cars, carts, trucks, tractors, buses and similar vehicles used for transporting

people and/or goods, including both leased vehicles and vehicles that are institution-owned and operated. Heavy construction equipment

(e.g. excavators and pavers), maintenance equipment (e.g. lawn-mowers and leaf blowers), and demonstration/test vehicles used for

educational purposes are not included in this credit.

Vehicles that meet multiple criteria (e.g. hybrid vehicles fueled with biofuel) should not be double-counted.


Total number of vehicles in the institution’s fleet :

90

Number of vehicles in the institution's fleet that are::

Number of Vehicles




Gasoline-electric, non-plug-in hybrid 2

Diesel-electric, non-plug-in hybrid 0

Plug-in hybrid 0

100 percent electric 2

Fueled with compressed natural gas (CNG) 0

Hydrogen fueled 0

Fueled with B20 or higher biofuel for more than 4 months

of the year0

Fueled with locally produced, low-level (e.g. B5) biofuel

for more than 4 months of the year0

A brief description of the institution’s efforts to support alternative fuel and power technology in its motorized fleet:

In spring of 2014, we installed a level 2 dual arm electric vehicle charging station from ChargePoint.

The website URL where information about the institution's support for alternative fuel and power technology is

available:

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/ground-

transportation



https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/ground-transportation

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/ground-transportation


Student Commute Modal Split

Responsible Party

John Pumilio



Criteria

Institution's students commute to and from campus using more sustainable commuting options such as walking, bicycling, vanpooling or

carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle, or a combination of these options.

Students who live on campus should be included in the calculation based on how they get to and from their classes.

Submission Note:

These estimates from student commuting behavior were based on surveys from student research papers in F-SEM 124: Global Change

and You.


Total percentage of students that use more sustainable commuting options:

100

The percentage of students that use each of the following modes as their primary means of transportation to get to

and from campus::

Percentage (0-100)

Commute with only the driver in the vehicle (excluding

motorcycles and scooters)0

Walk, bicycle, or use other non-motorized means 65

Vanpool or carpool 18

Take a campus shuttle or public transportation 17

Use a motorcycle, scooter or moped 0

A brief description of the method(s) used to gather data about student commuting:




These estimates from student commuting behavior were based on surveys from student research papers in F-SEM 124: Global Change

and YOU.

The website URL where information about sustainable transportation for students is available:


ansportation



http://www.colgate.edu/distinctly-colgate/sustainability/climate-action-planning/alternative-transportation



Employee Commute Modal Split

Responsible Party

John Pumilio



Criteria

Institution's employees (faculty, staff, and administrators) get to and from campus using more sustainable commuting options such as

walking, bicycling, vanpooling or carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle,

telecommuting, or a combination of these options.

Employees who live on campus should be included in the calculation based on how they get to and from their workplace.


Total percentage of the institution’s employees that use more sustainable commuting options:

17

The percentage of the institution's employees that use each of the following modes as their primary means of

transportation to and from campus::

Percentage (0-100)

Commute with only the driver in the vehicle (excluding

motorcycles and scooters)83

Walk, bicycle, or use other non-motorized means 9

Vanpool or carpool 7

Take a campus shuttle or public transportation 0

Use a motorcycle, scooter or moped 1

Telecommute for 50 percent or more of their regular

work hours---




A brief description of the method(s) used to gather data about employee commuting:

The data for this credit was taken from our annual employee commuter survey. Out of 333 survey respondents, 277 drove alone as their

primary way of commuting and 56 used alternative commuting methods.

Out of the 333 respondents, 226 drove alone all the time and 107 used alternative transportation at times.

The website URL where information about sustainable transportation for employees is available:

http://www.colgate.edu/distinctly-colgate/sustainability/for-faculty-and-staff



http://www.colgate.edu/distinctly-colgate/sustainability/for-faculty-and-staff


Support for Sustainable Transportation

Responsible Party

John Pumilio



Criteria

Part 1

The institution demonstrates its support for active (i.e. non-motorized) transportation on campus in one or more of the following ways:

Option A: Institution:

• Provides secure bicycle storage (not including office space), shower facilities, and lockers for bicycle commuters. The storage,

shower facilities and lockers are co-located in at least one building/location that is accessible to all commuters.

• Provides short-term bicycle parking (e.g. racks) within 50 ft (15 m) of all occupied, non-residential buildings and makes long-term

bicycle storage available within 330 ft (100 m) of all residence halls (if applicable).

• Has a “complete streets” or bicycle accommodation policy (or adheres to a local community policy) and/or has a continuous network

of dedicated bicycle and pedestrian paths and lanes that connects all occupied buildings and at least one inter-modal transportation

node (i.e. transit stop or station)

And/or

• Has a bicycle-sharing program or participates in a local bicycle-sharing program

Option B: Institution is certified as a Bicycle Friendly University (at any level) by the League of American Bicyclists (U.S.) or under a

similar third party certification for non-motorized transportation.

Part 2

Institution has implemented one or more of the following strategies to encourage more sustainable modes of transportation and reduce the

impact of student and employee commuting. The institution:

• Offers free or reduced price transit passes and/or operates a free campus shuttle for commuters. The transit passes may be offered by

the institution itself, through the larger university system of which the institution is a part, or through a regional program provided by

a government agency.

• Offers a guaranteed return trip (GRT) program to regular users of alternative modes of transportation

• Participates in a car/vanpool or ride sharing program and/or offers reduced parking fees or preferential parking for car/vanpoolers

• Participates in a car sharing program, such as a commercial car-sharing program, one administered by the institution, or one

administered by a regional organization

• Has one or more Level 2 or Level 3 electric vehicle recharging stations that are accessible to student and employee commuters

• Offers a telecommuting program for employees, either as a matter of policy or as standard practice

• Offers a condensed work week option for employees, either as a matter of policy or as standard practice

• Has incentives or programs to encourage employees to live close to campus




• Other strategies


Does the institution provide secure bicycle storage (not including office space), shower facilities, and lockers for

bicycle commuters?:

Yes

A brief description of the facilities for bicycle commuters:

Huntington Gym has lockers and shower facilities for bicycle commuters and secure bike racks are found all around campus. In the Drake

Hall tunnel we have indoor and secure storage for our Green Bikes Program.

Does the institution provide short-term bicycle parking (e.g. racks) within 50 ft (15 m) of all occupied, non-residential

buildings and make long-term bicycle storage available within 330 ft (100 m) of all residence halls (if applicable)?:

No

A brief description of the bicycle parking and storage facilities:

We have bike racks throughout campus but do not provide long-term bicycle storage of all residence halls.

Does the institution have a “complete streets” or bicycle accommodation policy (or adhere to a local community

policy) and/or have a continuous network of dedicated bicycle and pedestrian paths and lanes?:

No

A brief description of the bicycle/pedestrian policy and/or network:

A key goal of Colgate's 2013 Campus Master Plan is to create a pedestrian and bike-friendly campus with designated routes.

Does the institution have a bicycle-sharing program or participate in a local bicycle-sharing program?:

Yes

A brief description of the bicycle sharing program:

The Green Bikes program was originally conceived in fall of 2005 as a community bicycle program. The goal of the program was to

provide the Colgate and Hamilton community with inexpensive, convenient, human-powered transportation to decrease reliance on

automobiles.

Our current fleet consists of 25 bicycles that are rented to specific individuals on a semester basis. It promotes responsibility and

accountability for the maintenance and usage of the bike.

We also hold tune-up workshops to support all bicycle commuters on campus. The goal is to increase the program to 60 bicycles by 2015.




Is the institution certified as a Bicycle Friendly University by the League of American Bicyclists (U.S.) or under a

similar third party certification covering non-motorized transportation?:

No

A brief description of the certification, including date certified and level:

---

Does the institution offer free or reduced price transit passes and/or operate a free campus shuttle for commuters?:

Yes

A brief description of the mass transit program(s), (s), including availability, participation levels, and specifics about

discounts or subsidies offered (including pre-tax options):

Colgate offers a free commuter shuttle bus for all students, employees, and residents in the Hamilton, NY community. The Colgate

Cruiser is convenient and provides an alternative way to meet new people. The Cruisers' route includes the main campus and the village

of Hamilton providing easy access to the Colgate Bookstore, Hamilton Movie Theater, Barge Canal Coffee House, off-campus residence

halls and apartments, and other local stores and restaurants in the downtown area.

Does the institution offer a guaranteed return trip (GRT) program to regular users of alternative modes of

transportation?:

No

A brief description of the GRT program:

---

Does the institution participate in a car/vanpool or ride sharing program and/or offer reduced parking fees or

preferential parking for car/vanpoolers?:

Yes

A brief description of the carpool/vanpool program:

Colgate utilizes a ridesharing program called Purpool.

Purpool is an online tool that makes it easy for Colgate's employees/students to organize their workplace-based carpools and to track your

savings while making new friends and helping the environment.

When signed into Purpool the individual only interacts with other Colgate affiliates to promote safety and privacy.

Purpool allows individuals to search for other Colgate members who live in our area using a map interface as well as an alphabetical

index.




Does the institution participate in a car sharing program, such as a commercial car-sharing program, one

administered by the institution, or one administered by a regional organization?:

Yes

A brief description of the car sharing program:

We have two ZipCar's on campus for use among all faculty, staff, students, and community members.

Colgate's Student Government Association spearheaded the effort to bring Zip Car to campus in 2011.

Does the institution have one or more Level 2 or Level 3 electric vehicle recharging stations that are accessible to

student and employee commuters?:

Yes

A brief description of the electric vehicle recharging stations:

As of 2014, we have one dual arm Level 2 charging station on campus.

Does the institution offer a telecommuting program for employees as a matter of policy or as standard practice?:

Yes

A brief description of the telecommuting program:

Colgate employees can and do telecommute if approved by their supervisors in advance. Roughly 10 percent of Colgate employees work

remotely at least one day per week according to our 2012 Employee Commuter Survey.

Does the institution offer a condensed work week option for employees as a matter of policy or as standard practice?:

Yes

A brief description of the condensed work week program:

Colgate employees can and do work a condensed work week if approved by their supervisor in advance.

Does the institution have incentives or programs to encourage employees to live close to campus?:

Yes

A brief description of the incentives or programs to encourage employees to live close to campus:

The university maintains several houses and a five-unit apartment complex (see photos below) for lease by faculty and staff. Rent levels

are established to recover Colgate’s costs of maintaining properties. Colgate does not make a profit on its rental properties by adding a

profit margin to rents, nor does it attempt to recover the opportunity costs of maintaining rental properties rather than investing the

property value elsewhere. In fact, at present Colgate is minimally subsidizing most renters by not fully recovering its costs.




Does the institution have other incentives or programs to encourage more sustainable modes of transportation and

reduce the impact of student and employee commuting?:

Yes

A brief description of other sustainable transportation initiatives and programs:

Colgate has a free shuttle service available to students, employees, and community members. Colgate also has a transportation service

desk to assist students with carpooling, trains, and bus transportation.

The website URL where information about the institution’s sustainable transportation program(s) is available:


ansportation






Waste

This subcategory seeks to recognize institutions that are moving toward zero waste by reducing, reusing, recycling, and composting.

These actions mitigate the need to extract virgin materials, such as trees and metals. It generally takes less energy and water to make a

product with recycled material than with virgin resources. Reducing waste generation also reduces the flow of waste to incinerators and

landfills which produce greenhouse gas emissions, can contaminate air and groundwater supplies, and tend to have disproportionate

negative impacts on low-income communities. Waste reduction and diversion also save institutions costly landfill and hauling service

fees. In addition, waste reduction campaigns can engage the entire campus community in contributing to a tangible sustainability goal.

Credit

Waste Minimization

Waste Diversion

Construction and Demolition Waste Diversion

Hazardous Waste Management




Waste Minimization

Responsible Party

John Pumilio



Criteria

Part 1

Institution has implemented source reduction strategies to reduce the total amount of waste generated (materials diverted + materials

disposed) per weighted campus user compared to a baseline.

Part 2

Institution’s total annual waste generation (materials diverted and disposed) is less than the minimum performance threshold of 0.45 tons

(0.41 tonnes) per weighted campus user.

This credit includes on-campus dining services operated by the institution or the institution’s primary on-site contractor.

Total waste generation includes all materials that the institution discards, intends to discard or is required to discard (e.g. materials

recycled, composted, donated, re-sold and disposed of as trash) except construction, demolition, electronic, hazardous, special (e.g. coal

ash), universal and non-regulated chemical waste, which are covered in OP 24: Construction and Demolition Waste Diversion and OP

25: Hazardous Waste Management.

Submission Note:

Landfill Waste:

Our landfill waste data goes back to 2007. A trendline gave us an estimate of 1,057 tons in 2005.

Recyclables:

Our recycling data is collected during the 10-week RecycleMania competition and goes back to 2009. A trendline gave us an estimate of

15,000 lbs of recyclables during the competition for 15,000. We extrapolated this for the year and came up with a total of 97,500 lbs

(48.75 tons) in 2005.

We used the same approach in 2012 and extrapolated our RecycleMania data for the year. This resulted in 339,300 lbs (169.65 tons) of

recyclables in 2012.


Waste generated::





Materials recycled 169.65 Tons 48.75 Tons

Materials composted 36.40 Tons 0 Tons

Materials reused, donated or

re-sold32.50 Tons 0 Tons

Materials disposed in a solid waste

landfill or incinerator754.14 Tons 1,057 Tons

Figures needed to determine "Weighted Campus Users”::










Start Date End Date



A brief description of when and why the waste generation baseline was adopted:

Our baseline was established during the 2004-5 fiscal year because that is the time when accurate records were first kept.

A brief description of any (non-food) waste audits employed by the institution:




---

A brief description of any institutional procurement policies designed to prevent waste:

We limit the minimum purchase order to $50 (up from $35). This reduces overall deliveries and packaging. We are working with our

office supplier to right-size packaging on office supply orders.

A brief description of any surplus department or formal office supplies exchange program that facilitates reuse of

materials:

Colgate operates a Salvage program that takes and refurbishes all electronic devices (computers, televisions, printers, digital projectors,

etc.) and furniture (desks, closets, tables, etc.) for reuse or recycle.

http://www.colgate.edu/offices-and-services/purchasing/salvagesurplus

The university's Green Office Program also operates a free office swap program for all Colgate employees.

http://www.colgate.edu/distinctly-colgate/sustainability/for-faculty-and-staff/green-office-pro

gram

.

Students also started a 'Gate Swap program that serves as a reuse program for all Colgate community members.

http://www.gateswap.com/

A brief description of the institution's efforts to make materials available online by default rather than printing them:

We have all of our course catalogs, schedules and directories online and no longer make hard copies of our directories.

A brief description of any limits on paper and ink consumption employed by the institution:

We installed print-release stations throughout Colgate's public printing areas. Students/employees must now release their print jobs before

printing happens. This has saved many thousands of sheets of paper annually. We also default double-sided printing for all public printing

stations. These measures and increased use of digital formats and public awareness about wasteful printing has resulted in nearly a 50

percent reduction in the amount of paper we are consuming as a university since 2009. In real numbers, this a over 2.5 million sheets of

paper saved every year.

A brief description of any programs employed by the institution to reduce residence hall move-in/move-out waste:




















At the end of each academic year, COVE volunteers tour residence halls and apartments on campus to salvage unwanted and donated

materials for local charitable organizations.

Volunteers collect, sort, and organize items for local non-profits to “shop” — at no cost — for items needed to cover their core functions

and services.

Results

Last year, items included food, clothing, furniture, bedding, kitchen utensils, books, and toiletries. The 47 student, staff, and faculty

volunteers combined to spend more than 470 hours collecting and sorting the items in Starr Hockey Rink for pickup by 30 non-profit

organizations located throughout Central New York.

The estimated value of all salvaged items put into the hands of people who need them amounted to $23,000. The organizations we work

with for this program report that the individuals they serve receive much-needed supplies to furnish transitional housing, provide warm

clothing and bedding and educational materials, and stock the food pantry shelves for our neighbors.

A brief description of any other (non-food) waste minimization strategies employed by the institution:

---

A brief description of any food waste audits employed by the institution:

We compost all pre-consumer food scraps on campus. Students routinely organize scrape the plate events and waste audits so we can

track the amount of food waste generated on campus.

A brief description of any programs and/or practices to track and reduce pre-consumer food waste in the form of

kitchen food waste, prep waste and spoilage:

We compost all pre-consumer food scraps on campus. We also use the LeanPath system to reduce overall food waste generated through

the preparation and disposal of food in our kitchens.

Colgate University went trayless dining in 2012. This was the result of a student-led effort where Environmental Studies students

researched the economic feasibility and the social and environmental impacts of going trayless in our main dining hall. Our student

government association picked up on this and pushed it through with support from Colgate's Dining Services.

A brief description of programs and/or practices to track and reduce post-consumer food waste:

Students routinely organize scrape the plate events and waste audits so we can track the amount of food waste generated on campus.

A brief description of the institution's provision of reusable and/or third party certified compostable to-go containers

for to-go food and beverage items (in conjunction with a composting program):

All our take-out locations utilize corn-based compostable packaging and flatware.

A brief description of the institution's provision of reusable service ware for “dine in” meals and reusable and/or




third party certified compostable service ware for to-go meals (in conjunction with a composting program):

All our dinnerware is corn-based compostable flatware.

A brief description of any discounts offered to customers who use reusable containers (e.g. mugs) instead of

disposable or compostable containers in to-go food service operations:

We offer beverage discounts at the Coop and the library café for those with reusable mugs.

A brief description of other dining services waste minimization programs and initiatives:

---

The website URL where information about the institution’s waste minimization initiatives is available:

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/waste-m

inimization-and-recycling



https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/waste-minimization-and-recycling

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/waste-minimization-and-recycling


Waste Diversion

Responsible Party

John Pumilio



Criteria

Institution diverts materials from the landfill or incinerator by recycling, composting, reusing, donating, or re-selling.

This credit includes on-campus dining services operated by the institution or the institution’s primary on-site contractor.

This credit does not include construction, demolition, electronic, hazardous, special (e.g. coal ash), universal and non-regulated chemical

waste, which are covered in OP 24: Construction and Demolition Waste Diversion and OP 25: Hazardous Waste Management.

Submission Note:

End of Year Salvage Program (Move Out):

This is the estimate from 2011:

Total 14' Uhaul loads: 13

Total Cargo Van loads: 3.75

Total Pick-up Truck loads: 4.5

Number of Community Partners: 35

Estimated Worth: $42,534

This is the estimate from 2012:

Total 14' Uhaul loads: 9 (3 tons per load = 27 tons)

Total Cargo Van loads: 2.5 (2.5 tons)

Total Pick-up Truck loads: 3 (3 tons)

Number of Community Partners: 35

Estimated Worth: $23,000


Materials diverted from the solid waste landfill or incinerator:

457.55 Tons

Materials disposed in a solid waste landfill or incinerator :

754.14 Tons

A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that

contributed to the diversion rate, including efforts made during the previous three years:




Colgate diverts materials from the landfill by reusing or donating items and materials such as office and school supplies, electronic

equipment, furniture, clothing, food, books, etc. through salvage programs, donations, and giveaway options.

Here is a breakdown of programs that divert waste:

~End of the year Salvage (move out program): 32.5 tons

~Craig Blanchard's year-around salvage program for furniture, large electronic waste, etc.: Total = 148.5 (eWaste = 23.5 tons; Computers

and furniture resold = 125 tons).

~Recyclables (Paper, cardboard, plastics, glass, metals): 169.65 tons

~Compost: 3.9 tons

~GateSwap and Office Swap Programs: 3 tons

~Small electronic waste: included in Blanchard's Salvage Program

A brief description of any food donation programs employed by the institution:

Colgate's Dining Services provides over 80 meals weekly to the Friendship House (a local soup kitchen).

A brief description of any pre-consumer food waste composting program employed by the institution:

Colgate began composting pre-consumer food scraps in our main dining hall for all meals in 2010. Our Dining Services staff collects the

food scraps and our Facilities Department brings the organic material to our on campus composting facility. The site is managed and

promoted by our student group, The Compost Club.

A brief description of any post-consumer food waste composting program employed by the institution:

We are looking to roll-out post-consumer composting in the next year to compliment our pre-consumer composting program.

Does the institution include the following materials in its waste diversion efforts?:

Yes or No

Paper, plastics, glass, metals, and other recyclable

containersYes

Food donations Yes

Food for animals No

Food composting Yes

Cooking oil Yes

Plant materials composting Yes




Animal bedding composting Yes

Batteries Yes

Light bulbs Yes

Toner/ink-jet cartridges Yes

White goods (i.e. appliances) Yes

Laboratory equipment Yes

Furniture Yes

Residence hall move-in/move-out waste Yes

Scrap metal Yes

Pallets Yes

Motor oil Yes

Tires Yes

Other materials that the institution includes in its waste diversion efforts:

---




Construction and Demolition Waste Diversion

Responsible Party

John Pumilio



Criteria

Institution diverts non-hazardous construction and demolition waste from the landfill and/or incinerator.

Soil and organic debris from excavating or clearing the site do not count for this credit.

Submission Note:

Trudy Fitness Center Construction:

We diverted 432.5 tons of waste out of a total construction waste of 535.4 tons.

Lathrop Hall Renovation:

The project produced 695.66 tons of waste of which 535.34 tons were recycled or otherwise diverted from the landfill.


Construction and demolition materials recycled, donated, or otherwise recovered:

967.84 Tons

Construction and demolition materials landfilled or incinerated :

263.22 Tons

A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that

contributed to the diversion rate for construction and demolition waste:

Colgate specifies in all general and subcontractor contracts that renovation and building debris must be removed and properly recycled or

disposed of in accordance with all federal and New York State laws. Furthermore, all new buildings and major renovations adhere to at

least LEED Silver standards. We strive to recycle at minimum 50 percent of all construction debris.




Hazardous Waste Management

Responsible Party

John Pumilio



Criteria

Part 1

Institution has strategies in place to safely dispose of all hazardous, special (e.g. coal ash), universal, and non-regulated chemical waste

and seeks to minimize the presence of these materials on campus.

Part 2

Institution has a program in place to recycle, reuse, and/or refurbish electronic waste generated by the institution and/or its students.

Institution takes measures to ensure that the electronic waste is recycled responsibly, for example by using a recycler certified under the

e-Stewards and/or R2 standards.


Does the institution have strategies in place to safely dispose of all hazardous, special (e.g. coal ash), universal, and

non-regulated chemical waste and seek to minimize the presence of these materials on campus?:

Yes

A brief description of steps taken to reduce hazardous, special (e.g. coal ash), universal, and non-regulated chemical

waste:

The Department of Environmental Health and Safety (EHS) provides safety and advisory services to the entire campus community. EHS

is responsible for conducting environmental surveys, managing identified risks, advocating safe work practices, presenting quality

educational programs, and ensuring compliance with university and regulatory standards.

Colgate University had a Resource Conservation Recovery Act (RCRA) inspection by the NYS Department of Environmental

Conservation (DEC) this past fall, which included a regulatory compliance inspection of the University's hazardous waste management

and universal waste management programs, and received no violations. The university substitutes non-hazardous chemicals for hazardous

chemicals in experimentation whenever practicable. Colgate also sends its light-bulbs, batteries, and used oils to the county and/or

commercial service providers for recycling. In addition, the university donates its wood-fueled boiler ash (as opposed to sending it out for

disposal as non-regulated chemical waste) to local farmers to be used as fertizer for their crops. Parts cleaner sink systems have been been

placed in the fine arts, performing arts, and facilities paint shops to minimize cleaning hazardous waste streams and recycle cleaning

solvents.

A brief description of how the institution safely disposes of hazardous, universal, and non-regulated chemical waste:




Colgate's HAZMAT Contingency Plan provides a written plan of action for Colgate University in the event of a fire, explosion, or

unplanned release of hazardous materials or hazardous waste that could pose a threat to human health and/or the environment.

The university follows all local, state, and federal waste regulations. These waste streams are collected at satellite accumulation areas

(SAAs) and stored in a main accumulation area (MAA). Waste streams are segrated by compatibility, consolidated whenever possible,

containerized, properly labeled, profiled, and then disposed of by various service providers (Clean Harbors Environmental, Stericycle,

etc).

A brief description of any significant hazardous material release incidents during the previous three years, including

volume, impact and response/remediation:

We haven't had any.

A brief description of any inventory system employed by the institution to facilitate the reuse or redistribution of

laboratory chemicals:

Colgate's Environmental Health and Safety Office conducts routine chemical inventories within the sciences, shops and studios. Our

program takes stock (unused) chemicals that are given to us and put them into a "surplus" inventory. Each faculty and staff member

within the sciences has access to this list via Google Drive and can request those chemicals at no cost for their labs. We do not keep all

unused stock chemicals because it is not safe to do so, for example we do not keep chemicals that are peroxide forming, expired,

contaminated, etc.

Does the institution have or participate in a program to responsibly recycle, reuse, and/or refurbish all electronic

waste generated by the institution?:

Yes

Does the institution have or participate in a program to responsibly recycle, reuse, and/or refurbish electronic waste

generated by students?:

Yes

A brief description of the electronic waste recycling program(s):

Colgate has a salvage program where all Colgate-owned electronic waste (such as computers and peripheries, printers, televisions, etc.)

are refurbished and re-sold or recycled properly through Regional Computer Recycling & Recovery (RCR&R) in Rochester, NY.

A brief description of steps taken to ensure that e-waste is recycled responsibly, workers’ basic safety is protected,

and environmental standards are met:

Colgate's electronic waste recycling program uses Regional Computer Recycling & Recovery (RCR&R) out of Rochester, NY. RCR&R

is certified for safety and proper recycling techniques/protocols. They are a zero waste facility. See their website for more information:

http://www.ewaste.com/








The website URL where information about the institution’s hazardous and electronic-waste recycling programs is

available:







Water

This subcategory seeks to recognize institutions that are conserving water, making efforts to protect water quality and treating water as a

resource rather than a waste product. Pumping, delivering, and treating water is a major driver of energy consumption, so institutions can

help reduce energy use and the greenhouse gas emissions associated with energy generation by conserving water. Likewise, conservation,

water recycling and reuse, and effective rainwater management practices are important in maintaining and protecting finite groundwater

supplies. Water conservation and effective rainwater and wastewater management also reduce the need for effluent discharge into local

surface water supplies, which helps improve the health of local water ecosystems.

Credit

Water Use

Rainwater Management

Wastewater Management




Water Use

Responsible Party

John Pumilio



Criteria

Part 1

Institution has reduced its potable water use per weighted campus user compared to a baseline.

Part 2

Institution has reduced its potable water use per gross square foot/metre of floor area compared to a baseline.

Part 3

Institution has reduced its total water use (potable + non-potable) per acre/hectare of vegetated grounds compared to a baseline.


Level of water risk for the institution’s main campus:

Medium to High

Total water use::


Total water use 72,024,172 Gallons 113,726,668 Gallons

Potable water use::


Potable water use 2,012 Gallons 2,005 Gallons

Figures needed to determine "Weighted Campus Users"::












Gross floor area of building space::


Gross floor area 2,201,316 Square Feet 2,012,751 Square Feet

Area of vegetated grounds::


Vegetated grounds 345 Acres 395 Acres


Start Date End Date



A brief description of when and why the water use baseline was adopted:

Fiscal Year 2004-5 is the earliest year we have reliable data for.

Water recycled/reused on campus, performance year:

0 Gallons




Recycled/reused water withdrawn from off-campus sources, performance year:

0 Gallons

A brief description of any water recovery and reuse systems employed by the institution:

We do collect stormwater run-off in rain barrels to assist with the irrigation of our 0.5 acre organic garden.

A brief description of any water metering and management systems employed by the institution:

We have sub-metering for water on nearly all of our buildings connected to our main steam line and for all buildings off the main line.

A brief description of any building retrofit practices employed by the institution, e.g. to install high efficiency

plumbing fixtures and fittings:

In 2011-12, we replaced all showerheads on campus with low-flow models. We also install aerated faucets and low-flow toilets in all

renovations and in some cases as part of general replacement.

A brief description of any policies or programs employed by the institution to replace appliances, equipment and

systems with water-efficient alternatives:

In the summer of 2013, we replaced all washers and dryers on campus with water and energy efficient models.

A brief description of any water-efficient landscape design practices employed by the institution (e.g. xeriscaping):

All plants and trees used for campus landscaping are native and do not need irrigation.

A brief description of any weather-informed irrigation technologies employed by the institution:

N/A

A brief description of other water conservation and efficiency strategies employed by the institution:

Except for our golf course and a couple of athletic fields, we do not irrigate our grounds. We have a proposal to construct a retention pond

so that all water for our golf course will come from non-potable sources.

The website URL where information about the institution’s water conservation and efficiency initiatives is available:

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/water-c

onservation



https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/water-conservation

https://sites.google.com/a/colgate.edu/2011-2015-sustainability-and-climate-action-plan/water-conservation


Rainwater Management

Responsible Party

John Pumilio



Criteria

Part 1

Institution uses Low Impact Development (LID) practices as a matter of policy or standard practice to reduce rainwater/stormwater runoff

volume and improve outgoing water quality for new construction, major renovation, and other projects that increase paved surface area

on campus or otherwise significantly change the campus grounds.

The policy, plan, and/or strategies cover the entire campus. While the specific strategies or practices adopted may vary depending on

project type and location, this credit is reserved for institutions that mitigate rainwater runoff impacts consistently during new

construction. Implementing a strategy or strategies for only one new development project is not sufficient for Part 1 of this credit.

Part 2

Institution has adopted a rainwater/stormwater management policy, plan, and/or strategies that mitigate the rainwater runoff impacts of

ongoing campus operations and treat rainwater as a resource rather than as a waste product.

The policy, plan, and/or strategies address both the quantity and quality (or contamination level) of rainwater runoff through the use of

green infrastructure. Though specific practices adopted may vary across the campus, the policy, plan, and/or strategies cover the entire

institution. Implementing strategies for only one building or area of campus is not sufficient for Part 2 of this credit.

Policies adopted by entities of which the institution is part (e.g. state government or the university system) may count for both parts of

this credit as long as the policies apply to and are followed by the institution.


Does the institution use Low Impact Development (LID) practices as a matter of policy or standard practice to reduce

rainwater/stormwater runoff volume and improve outgoing water quality for new construction, major renovation,

and other projects?:

Yes

A brief description of the institution’s Low Impact Development (LID) practices:

All new construction projects utilize retention ponds and porous surfaces in parking areas.

Has the institution adopted a rainwater/stormwater management policy, plan, or strategies that mitigate the




rainwater runoff impacts of ongoing campus operations through the use of green infrastructure? :

Yes

A brief description of the institution’s rainwater/stormwater management policy, plan, and/or strategies for ongoing

campus operations:

Colgate University's Board of Trustees recently approved our updated Campus Strategic and Master Plans. Both plans fully incorporate

principles of sustainability with special attention to rainwater management and restoration of our natural watershed. In particular, the

Campus Master Plan will: 1) remove acres of mowed lawn and replace that with a functional arboretum and native vegetation that

reduces runoff and provides ecological habitat and services, and 2) separate Payne Creek from Taylor Lake (water systems located in the

heart of campus) in an effort to restore the natural watershed, improve water quality, and use the lake as a storm-water basin. Colgate's

2013 Campus Master Plan represents a committed mix of climate mitigation and adaptation strategies. Both plans elevate sustainability as

a core institutional strategy at Colgate in the years ahead. Here is a link to our Strategic Plan webpage:

http://www.colgate.edu/about/past-present-and-future/strategic-planning

A brief description of any rainwater harvesting employed by the institution:

---

Rainwater harvested directly and stored/used by the institution, performance year:

---

A brief description of any rainwater filtering systems employed by the institution to treat water prior to release:

---

A brief description of any living or vegetated roofs on campus:

---

A brief description of any porous (i.e. permeable) paving employed by the institution:

We implemented porous paving in the parking area of our new fitness center.

A brief description of any downspout disconnection employed by the institution:

---

A brief description of any rain gardens on campus:








---

A brief description of any stormwater retention and/or detention ponds employed by the institution:

We constructed a retention pond as part of our new fitness center.

A brief description of any bioswales on campus (vegetated, compost or stone):

---

A brief description of any other rainwater management technologies or strategies employed by the institution:

We are adding 30 acres to our "no mow" portfolio to reduce runoff into Taylor Lake and to avoid labor costs and emissions associated

with mowing. Additionally, our Campus Master Plan is dedicated to restoring our watershed by separating Taylor Lake from Payne Creek

and planting native vegetation and reducing runoff of paved surfaces.

The website URL where information about the institution’s rainwater management initiatives, plan or policy is

available:






Wastewater Management

Responsible Party

John Pumilio



Criteria

Institution’s wastewater is handled naturally on campus or in the local community. Natural wastewater systems include, but are not

limited to, constructed treatment wetlands and Living Machines. To count, wastewater must be treated to secondary or tertiary standards

prior to release to water bodies.

This credit recognizes natural handling of the water discharged by the institution. On-site recycling/reuse of greywater and/or blackwater

is recognized in OP 26: Water Use.


Total wastewater discharged:

72,024,172 Gallons

Wastewater naturally handled:

0 Gallons

A brief description of the natural wastewater systems used to handle the institution’s wastewater:

We don't have any formal systems in place to naturally handle our wastewater.

The website URL where information about the institution’s wastewater management practices is available:

---




Planning & Administration

Coordination, Planning & Governance

This subcategory seeks to recognize colleges and universities that are institutionalizing sustainability by dedicating resources to

sustainability coordination, developing plans to move toward sustainability, and engaging students, staff and faculty in governance. Staff

and other resources help an institution organize, implement, and publicize sustainability initiatives. These resources provide the

infrastructure that fosters sustainability within an institution. Sustainability planning affords an institution the opportunity to clarify its

vision of a sustainable future, establish priorities and help guide budgeting and decision making. Strategic planning and internal

stakeholder engagement in governance are important steps in making sustainability a campus priority and may help advocates implement

changes to achieve sustainability goals.

Credit

Sustainability Coordination

Sustainability Planning

Governance




Sustainability Coordination

Responsible Party

John Pumilio



Criteria

Institution has at least one sustainability committee, office, and/or officer tasked by the administration or board of trustees to advise on

and implement policies and programs related to sustainability on campus. The committee, office, and/or officer focus on sustainability

broadly (i.e. not just one sustainability issue, such as climate change) and cover the entire institution.

An institution that has multiple committees, offices and/or staff with responsibility for subsets of the institution (e.g. schools or

departments) may earn points for this credit if it has a mechanism for broad sustainability coordination for the entire campus (e.g. a

coordinating committee or the equivalent). A committee, office, and/or officer that focuses on just one department or school within the

institution does not count for this credit in the absence of institution-wide coordination.


Does the institution have at least one sustainability committee, office, and/or officer that focuses on sustainability

broadly and covers the entire institution?:

Yes

A brief description of the activities and substantive accomplishments of the committee(s), office(s), and/or officer(s)

during the previous three years:

Please view our webpage (

www.colgate.edu/green

) and browse our blog (


) for recent accomplishments and activities.

Does the institution have at least one sustainability committee?:

Yes

The charter or mission statement of the committee(s) or a brief description of each committee's purview and

activities:












Charge to the Colgate Sustainability Council

As an educational institution, Colgate recognizes its responsibility to promote understanding of environmental stewardship and

sustainable practices among its faculty, staff, and students. Colgate's setting near the foothills of the Adirondacks in central New York

makes this responsibility an especially important one. With increased regional, national and global awareness of the importance of

environmental and sustainability issues, and a keen sense of the leadership role educational institutions must assume in promoting best

practices in sustainability, it is incumbent on the Colgate community to exploit the opportunities and meet the challenges inherent in this

role. We believe that the university’s educational mission provides us with unusual opportunities to foster sustainable practices as we

determine how to most efficiently and responsibly use, preserve, and renew our institutional resources. Through our collaborative efforts

administrators, faculty, staff, students and members of the surrounding Hamilton community can join together to promote greater

emphasis upon sustainability and to steward Colgate’s campus and land holdings.

The Sustainability Council is charged with (1) encouraging the development of a coordinated vision for short-term and long-term

planning for the University to ensure a safe, healthy and sustainable campus environment and infrastructure, including the protection of

the integrity and beauty of the campus and other Colgate lands; (2) making recommendations concerning conservation issues including

resource use and development, energy efficiency, waste reduction and recycling, pollution abatement, environmentally-responsible

building methods and other measures consistent with environmentally sustainable practices; (3) assisting the institution with

environmental audits on a regular basis (ca. 10 year periods); and (4) promoting and publicizing the activities and successes of the

institution involving sustainability as part of our overall strategic goal of deepening Colgate’s status as a leading liberal arts institution.

Members of each committee, including affiliations and role (e.g. staff, student, or faculty):

The Sustainability Council is composed of a representative group of faculty, administrators, and students and will include the Director of

Sustainability, the Associate Vice President for Facilities, the Associate Provost, the Directors of Environmental Studies and Outdoor

Education, three additional faculty appointed by the President from the Natural and Social Sciences and the Humanities, a representative

from Communications, the DOC staff, and the Upstate Institute, the Manager of Environmental Health and Safety, and two students

appointed by the President. This composition will ensure strong ties between the educational and operational components of the

institution and maintain close communication among these entities. The President may also make temporary appointments to this Council

when a particular expertise is needed for a specific project. The Chair will be one of the faculty members, elected for a two-year term by

the members of the committee.

The website URL where information about the sustainability committee(s) is available:

http://www.colgate.edu/distinctly-colgate/sustainability/sustainability-council

Does the institution have at least one sustainability office that includes more than 1 full-time equivalent (FTE)

employee?:

Yes

A brief description of each sustainability office:

The sustainability office is led by the Director of Sustainability and supported by a program assistant (part-time), administrative assistant

(part-time), and student interns. The Office is responsible for advancing sustainability principles and practices in our operations,

day-to-day decision-making, and across our curriculum and co-curricular experiences.

Full-time equivalent (FTE) of people employed in the sustainability office(s):



http://www.colgate.edu/distinctly-colgate/sustainability/sustainability-council


8

The website URL where information about the sustainability office(s) is available:


Does the institution have at least one sustainability officer?:

Yes

Name and title of each sustainability officer:

John Pumilio, Director of Sustainability

A brief description of each sustainability officer position:

The Director of Sustainability is responsible for advancing sustainability principles and practices in our operations, day-to-day

decision-making, and across our curriculum and co-curricular experiences. The Director of Sustainability mentors and manages a

program assistant and student interns. The Director works closely with faculty members and students in our formal curriculum an

co-teaches in our Environmental Studies Program.

The website URL where information about the sustainability officer(s) is available:







Sustainability Planning

Responsible Party

John Pumilio



Criteria

Institution has current and formal plans to advance sustainability. The plan(s) cover one or more of the following areas:

• Curriculum

• Research (or other scholarship appropriate for the institution)

• Campus Engagement

• Public Engagement

• Air & Climate

• Buildings

• Dining Services/Food

• Energy

• Grounds

• Purchasing

• Transportation

• Waste

• Water

• Diversity & Affordability

• Health, Wellbeing & Work

• Investment

• Other

The plan(s) may include measurable objectives with corresponding strategies and timeframes to achieve the objectives.

The criteria may be met by any combination of formally adopted plans, for example:

• Strategic plan or equivalent guiding document

• Campus master plan or physical campus plan

• Sustainability plan

• Climate action plan

• Human resources strategic plan

• Diversity plan

For institutions that are a part of a larger system, plans developed at the system level are eligible for this credit.





Does the institution have current and formal plans to advance sustainability in the following areas? Do the plans

include measurable objectives?:

Current and Formal Plans (Yes or

No)Measurable Objectives (Yes or No)

Curriculum Yes Yes

Research (or other scholarship) No No

Campus Engagement Yes Yes

Public Engagement Yes No

Air and Climate Yes Yes

Buildings Yes Yes

Dining Services/Food Yes Yes

Energy Yes Yes

Grounds Yes Yes

Purchasing Yes Yes

Transportation Yes Yes

Waste Yes Yes

Water Yes Yes

Diversity and Affordability Yes Yes

Health, Wellbeing and Work Yes Yes

Investment No No




Other --- ---

A brief description of the plan(s) to advance sustainability in Curriculum:

Recently, faculty leaders held a Faculty Development Council teaching table on incorporating sustainability more broadly into the

curriculum. This is part of a broader goal of our Sustainability Council and commitment to the American College and Universities

President Climate Commitment to ensure that all Colgate students receive a basic education in sustainability and climate change issues.

The measurable objectives, strategies and timeframes included in the Curriculum plan(s):

Host a session at the White Eagle faculty retreat on sustainability in the curriculum.

Explore the option of integrating sustainability into required CORE classes so that all students get an introduction to principles and issues

of sustainability.

Accountable parties, offices or departments for the Curriculum plan(s):

Faculty Chair of the Sustainability Council

Director of the Environmental Studies Program

Division Directors

Dean of the Faculty


A brief description of the plan(s) to advance sustainability in Research (or other scholarship):

---

The measurable objectives, strategies and timeframes included in the Research plan(s):

---

Accountable parties, offices or departments for the Research plan(s):

---

A brief description of the plan(s) to advance Campus Engagement around sustainability:

Colgate has a robust and very active eco-rep program and a green office program. Student interns working in the Office of Sustainability

carry out a multitude of events, initiatives, and programming to engage peers on issues of sustainability.

The measurable objectives, strategies and timeframes included in the Campus Engagement plan:




Green Living Program (Eco-Rep)

By 2015, we hope to influence the behavior of nearly 2,000 residential students or over 70 percent of Colgate’s student body. This will

result in an estimated annual savings of $104,500 in water, energy, and reduction of resource consumption and an estimated greenhouse

gas reduction of 276 MTeCO2.

Green Office Program

By 2015, we hope to certify 40 offices influencing the behavior of 240 individuals or 25 percent of Colgate’s employees. This will result

in an estimated annual savings of $110,000 in water, energy, and reduction of resource consumption and an estimated greenhouse gas

reduction of 188 MTeCO2.

Accountable parties, offices or departments for the Campus Engagement plan(s):

Sustainability Office and student interns.

A brief description of the plan(s) to advance Public Engagement around sustainability:

The Office of Sustainability and Colgate's Upstate Institute collaborates with local and regional government and non-profit organizations

to complete greenhouse gas inventories, climate action plans, and energy/sustainability audits. Over the past few years, we have worked

closely with Village and Town offices, the Central New York Regional Planning and Development Board, Solarize Madison County, and

Camp Fiver (development and leadership program for at-risk youth).

The measurable objectives, strategies and timeframes included in the Public Engagement plan(s):

The Sustainability Office is a resource for the community and offers routine programming and support to our local community through

the Lifelong Learning Program, Hamilton Initiative, village and town offices, and other programs (such as the Central New York Energy

Challenge). This public engagement is ongoing without a formal time-frame or measurable objective.

Accountable parties, offices or departments for the Public Engagement plan(s):

Office of Sustainability

Upstate Institute

Lifelong Learning Program

A brief description of the plan(s) to advance sustainability in Air and Climate:

In 2011 our Sustainability and Climate Action Plan was approved by President Herbst and his staff. This plan commits the university to

carbon neutrality by 2019 with interim complementary goals to reduce our gross emissions in the coming years:

• By 2015, reduce gross greenhouse gas emissions to 11,249 MTeCO2 or 35% below the 2009 baseline.

• By 2020, reduce gross greenhouse gas emissions to 10,412 MTeCO2 or 40% below the 2009 baseline.

The measurable objectives, strategies and timeframes included in the Air and Climate plan(s):

Colgate University is committed to climate neutrality by 2019 as stated in our 2011 Sustainability and Climate Action Plan and 2013

Campus Strategic and Master Plans.




Accountable parties, offices or departments for the Air and Climate plan(s):

President's Office

Dean of the Faculty

Dean of the College

VP for Finance and Administration and Facilities Department


A brief description of the plan(s) to advance sustainability in Buildings:

Colgate University has 160 buildings encompassing over 2.3 million square-feet of floor space. Providing energy to these buildings

consume as much as 80% of the electrical and fuel oil use on campus and is responsible for 46% of the university's gross greenhouse gas

emissions. Each year, Colgate spends over $4.5 million in energy and water consumption. For these reasons, how we construct, renovate,

and operate our buildings has significant impacts on our energy use, budget, and ecological and carbon footprints, and therefore, is an

essential component of Colgate's 2011 Sustainability and Climate Action Plan.

The measurable objectives, strategies and timeframes included in the Buildings plan(s):

Energy Conservation Measures

In 2013, Sanford Field House energy conservations measures were implemented saving $25,622 in annual operating costs while reducing

our campus carbon footprint by 35 MTeCO2.

Electricity consumption in Sanford Field House is reduced by 593,450 kWh during Fiscal Year 2013 compared to the baseline in 2010.

Olin Hall energy conservations measures will soon be implemented saving $34,673 in annual operating costs while reducing our campus

carbon footprint by 92 MTeCO2.

Electricity consumption in Olin Hall is reduced by 310,799 kWh once implemented compared to the baseline in 2010.

In 2014-5, McGregory Hall energy conservations measures are implemented saving $21,495 in annual operating costs while reducing our

campus carbon footprint by 60 MTeCO2.

Electricity consumption in McGregory Hall is reduced by 155,204 kWh during Fiscal Year 2014 compared to the baseline in 2010.

Green Building

All new construction and major building renovations strive for LEED Silver standard or equivalent and a 30-40% energy performance

improvement over ASHRAE 90.1 2007.

Accountable parties, offices or departments for the Buildings plan(s):

Facilities Department

Office of Sustainability

A brief description of the plan(s) to advance sustainability in Dining Services/Food:

We recently received approval to form an ongoing Sustainable Food Systems Working Group and to hire a new Sustainable Dining

Coordinator.




The measurable objectives, strategies and timeframes included in the Dining Services/Food plan(s):

Overarching goal:

By 2015, 30% of Colgate's food purchases come from local sources (within a 250-mile radius).

Goal #1

Form an Advisory Group by spring semester 2014 to monitor longterm progress and provide cross-departmental support in advancing

sustainability in dining services.

Goal #2

Hire a full-time Sustainable Dining Coordinator by the start of fall semester 2014.

Goal #3

Provide a complete assessment of our local, communitybased, and thirdparty certified food purchases by fall semester 2015 and propose

an institutional goal for purchasing of sustainable foods.

Goal #4

Make sustainability an emphasis of dining services contract renegotiations in 2015, especially as it relates to direct, local procurement

from farmers and producers.

Accountable parties, offices or departments for the Dining Services/Food plan(s):

Dining Services


A brief description of the plan(s) to advance sustainability in Energy:

Colgate’s central steam plant heats 37 main campus buildings and provides the heat source for laundry equipment, domestic water

heating, dining hall food preparation, laboratory, library, and ice rink humidity control, and building humidification. The heating plant

was constructed in 1907 as a coal-fired plant. It was converted to heavy fuel oil #6 in 1966. In 1981, a wood chip burning boiler addition

was constructed. Although the wood-firing capacity at Colgate is only about 40% of the peak cold day campus steam requirement, that

capacity is used year round at nearly full load so that Colgate derives 75% to 80% of its annual heating requirement from wood

combustion. The remaining steam is generated with fuel oil #6 in two water tube boilers installed in 1966 and one fire tube boiler

installed in 1987. The two older boilers have exceeded their expected life of 40 years and the newer boiler reached its expected life of 25

years in 2012. Additionally, the main heating plant layout, ancillary systems, and equipment have not been upgraded, with the exception

of the wood boiler system in 1981, in 45 years. Many safety, functional, and efficiency issues exist. Colgate's 2011 Sustainability and

Climate Action Plan emphasized the need to upgrade our heating plant as specified below.

The measurable objectives, strategies and timeframes included in the Energy plan(s):

In 2014, two new 60,000 lbs/hr natural gas ready boilers were installed in the heating plant. This will save the university between

$275,800 to $366,000 per year in fuel costs and reduce our greenhouse gas emissions by 1,258 MTeCO2.

Accountable parties, offices or departments for the Energy plan(s):




Facilities Department

A brief description of the plan(s) to advance sustainability in Grounds:

Our plan is to establish and increase "no mow" areas around campus.

Certify our 1,000+ acres of forested lands for long-term sustainable management under the American Tree Farm Program.

Reforest portions of our grounds that are currently being mowed.

Promote sustainability in our campus golf course.

The measurable objectives, strategies and timeframes included in the Grounds plan(s):

By 2015, establish eight acres of campus grounds that are reforested. By 2025, establish a total of 30 acres of campus grounds that are

reforested.

In 2013, Colgate began accounting for annual forest sequestration rates by demonstrating a long-term commitment to forest preservation

and by undertaking field measurements using commonly accepted methodologies. Our forested lands were also officially certified under

the American Tree Farm Program.

By 2015, establish eight acres of campus grounds that are reforested. By 2025, establish a total of 30 acres of campus grounds that are

reforested.

In 2013, signage and marketing materials were created to promote walking at Seven Oaks Golf Course.

Accountable parties, offices or departments for the Grounds plan(s):

Facilities Department including grounds manager, golf course superintendent, and director of sustainability.

A brief description of the plan(s) to advance sustainability in Purchasing:

Create an environmentally preferable purchasing policy.

Create a vendor code of conduct.

Purchasing preferences for Electronic Product Environmental Assessment Tool (EPEAT) certified computers and monitors on campus.

Implement a $50 minimum for department orders.

Recycled Paper Purchasing Policy (eliminate the use of non-recycled paper on campus)

The measurable objectives, strategies and timeframes included in the Purchasing plan(s):

By 2015, Colgate has in place an environmentally preferable purchasing policy that encourages employees to consider the environmental

and social impacts of our purchasing decisions.

By 2013, Colgate has in place a vendor code of conduct that sets expectations that our vendors are to meet minimum standards of

environmental and social responsibility.

By 2015, 50% of Colgate's computers and monitors are EPEAT certified models.

In 2012, Colgate established a new paper purchasing policy that eliminated the purchase of non-recycled paper.




Accountable parties, offices or departments for the Purchasing plan(s):

Purchasing Director


A brief description of the plan(s) to advance sustainability in Transportation:

Encourage carpooling.

Encourage employee bicycle commuting.

Encourage student bicycle commuting.

Encourage flexible work schedules.

Zipcar service to campus.

Offer group purchasing of fuel-efficient vehicles.

Purchase electric vehicles and install electric vehicle charging stations.

Purchase hybrid-electric vehicles.

Implement a no-idling policy.

The measurable objectives, strategies and timeframes included in the Transportation plan(s):

By 2015, at least 48 new carpools are formed involving 96 employees.

By 2015, at least 60 employees become half-time bicycle commuters.

The number of students who commute by bicycle increased from 10% in 2010 to 15% in 2015.

By 2014, 10% of Colgate employees incorporate flexible work hours into their work schedule.

Beginning in 2012, Colgate provided access to two Zipcars on campus.

By 2015, Colgate offers employee purchasing discounts for fuel efficient vehicles.

By 2015, six electric vehicles replace traditional gasoline vehicles in Colgate's vehicle fleet.

By 2015, three hybrid-electric vehicles replace traditional gasoline vehicles in Colgate's vehicle fleet.

In 2012, Colgate implemented a campus-wide `no idling’ policy.

Accountable parties, offices or departments for the Transportation plan(s):

Facilities Department.

Purchasing Department.

Sustainability Office.

A brief description of the plan(s) to advance sustainability in Waste:

On-Site Composting Project .

Reuse and redistribution of used office equipment and supplies (office swap program).

Establish 0.5" paper margins as campus guideline.

Reduce the use of one-time use cups during campus events.

Reduce junk mail coming to campus.

Encourage paperless courses.

Reduce bottled water consumption on campus.




The measurable objectives, strategies and timeframes included in the Waste plan(s):

By 2013, we implemented a pre-consumer composting program at Colgate University.

By 2015, we will have over 100 postings of items to be swapped through Colgate's Free Office Swap program.

In 2012, we promoted 0.5" margins by informing employees how to set this as a default at their workstations.

We continue to encourage event planners/organizers to encourage attendees to bring their own cups/mugs instead of providing one-time

use disposable cups. This could reduce our landfill waste totals by 5-10%.

Accountable parties, offices or departments for the Waste plan(s):

Sustainability Office.

ITS.

A brief description of the plan(s) to advance sustainability in Water:

Install low-flow showerheads in first- and second-year housing.

Reduce watering of artificial turf.

Install retention pond in Seven Oaks Golf Course to eliminate the need to use potable water for irrigation.

The measurable objectives, strategies and timeframes included in the Water plan(s):

By 2013, we replaced over 400 2.5 gpm showerheads in first- and second-year housing with 1.5 gpm low-flow showerheads.

By 2013, we will save money and water by reducing the unnecessary watering of turf at Tyler's Field.

By 2016, install a new retention pond at Seven Oaks Golf Course to eliminate the purchase of 1 million gallons of water used for

irrigation annually.

Accountable parties, offices or departments for the Water plan(s):

Facilities Department.

Athletic Fields Grounds Manager.

Golf Course Superintendent.

Sustainability Director.

A brief description of the plan(s) to advance Diversity and Affordability:

Colgate has a goal to be a needs-blind admission institution, and to meet 100 percent of demonstrated need for domestic applicants by

2019 (the end point of our strategic plan). Overall, this would result in a more highly qualified and more diversified student body at

Colgate.

The measurable objectives, strategies and timeframes included in the Diversity and Affordability plan(s):




Colgate has a goal to be a needs-blind admission institution, and to meet 100 percent of demonstrated need for domestic applicants by

2019 (the end point of our strategic plan). Overall, this would result in a more highly qualified and more diversified student body at

Colgate.

Accountable parties, offices or departments for the Diversity and Affordability plan(s):

President's Office

Dean of the Faculty

Dean of the College

VP for Finance and Administration

VP for Admissions

A brief description of the plan(s) to advance sustainability in Health, Wellbeing and Work:

Colgate has a very active Health and Wellness Institute that implements programming and incentives to exercise, eat healthy, complete

biometric screenings, and maintain a healthy work/life balance.

The measurable objectives, strategies and timeframes included in the Health, Wellbeing and Work plan(s):

Some of Colgate wellness initiatives can be found here:

http://webedit.colgate.edu/working-at-colgate/work-life-programs

.

Accountable parties, offices or departments for the Health, Wellbeing and Work plan(s):

Shaw Wellness Institute

Human Resources Department


A brief description of the plan(s) to advance sustainability in Investment:

---

The measurable objectives, strategies and timeframes included in the Investment plan(s):

---

Accountable parties, offices or departments for the Investment plan(s):

---








A brief description of the plan(s) to advance sustainability in other areas:

---

The measurable objectives, strategies and timeframes included in the other plan(s):

---

Accountable parties, offices or departments for the other plan(s):

---

The institution’s definition of sustainability:

---

Does the institution’s strategic plan or equivalent guiding document include sustainability at a high level?:

Yes

A brief description of how the institution’s strategic plan or equivalent guiding document addresses sustainability:

Sustainability is highlighted in Colgate's 2013 Strategic Plan (see the cut and pasted excerpt below from our strategic plan executive

summary). Furthermore, sustainability principles, values, and tangible actions are a large part of our updated Campus Master Plan.

"Colgate University is committed to sustainability through innovative projects and programming that enhance teaching and learning,

create long-term economic resiliency, build and restore robust ecological systems, and support a healthier and more just society. Our

approach to sustainability embraces our deeply-rooted physical and cultural connection to central New York in a way that defines our

identity and shapes our formal and informal approach to place-based education. As noted in the Sustainability Master Plan, we are on

track to be carbon neutral by our bicentennial in 2019. Campus planning and building design will incorporate sustainable practices from

inception to implementation. Further, we will continue to enhance curricular ties to our physical environs and sense of place in central

New York and to build up programs that make the most of our locale, such as our Outdoor Education Program."

The website URL where information about the institution’s sustainability planning is available:






Governance

Responsible Party

John Pumilio



Criteria

Part 1

Institution’s students participate in governance in one or more of the following ways:

A. All enrolled students, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct

participation or the election of representatives)

B. There is at least one student representative on the institution’s governing body. To count, student representatives must be elected by

their peers or appointed by a representative student body or organization.

And/or

C. Students have a formal role in decision-making in regard to one or more of the following:

• Establishing organizational mission, vision, and/or goals

• Establishing new policies, programs, or initiatives

• Strategic and long-term planning

• Existing or prospective physical resources

• Budgeting, staffing and financial planning

• Communications processes and transparency practices

• Prioritization of programs and projects

Part 2

Institution’s staff participate in governance in one or more of the following ways:

A. All staff members, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct


B. There is at least one non-supervisory staff representative on the institution’s governing body. To count, staff representatives must be

elected by their peers or appointed by a representative staff body or organization.

And/or

C. Non-supervisory staff have a formal role in decision-making in regard to one or more of the areas outlined in Part 1.

Part 3




Institution’s faculty participate in governance in one or more of the following ways:

A. All faculty members, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct


B. There is at least one teaching or research faculty representative on the institution’s governing body. To count, faculty representatives

must be elected by their peers or appointed by a representative faculty body or organization.

And/or

C. Faculty have a formal role in decision-making in regard to one or more of the areas outlined in Part 1.

Participatory or shared governance bodies, structures and/or mechanisms may be managed by the institution (e.g. committees, councils,

senates), by stakeholder groups (e.g. student, faculty and staff committees/organizations), or jointly (e.g. union/management structures).

Structures or mechanisms adopted by entities of which the institution is part (e.g. government or university system) may count for this

credit as long as they apply and are adhered to by the institution.


Do all enrolled students, regardless of type or status, have an avenue to participate in one or more governance bodies

(through direct participation or the election of representatives)?:

Yes

A brief description of the mechanisms through which students have an avenue to participate in one or more

governance bodies:

Colgate's Student Government Association is made up of elected student representatives from each class and governs student groups,

representing their interests to the larger Colgate community and administration.

Is there at least one student representative on the institution’s governing body who was elected by peers or appointed

by a representative student body or organization?:

No

A brief description of student representation on the governing body, including how the representatives are selected:

---

Do students have a formal role in decision-making in regard to the following?:

Yes or No

Establishing organizational mission, vision, and/or goals Yes




Establishing new policies, programs, or initiatives Yes

Strategic and long-term planning Yes

Existing or prospective physical resources Yes

Budgeting, staffing and financial planning No

Communications processes and transparency practices Yes

Prioritization of programs and projects Yes

A brief description of the formal student role in regard to each area indicated, including examples from the previous

three years:

Students are invited and expected to participate on most major decision-making committees as the student perspective is highly valued at

Colgate. Recent examples where students had a formal role in important institutional decision-making include the 2011 Sustainability and

Climate Action Plan, 2013 Campus Master Plan, 2013 Campus Strategic Plan. Students also have ongoing roles on the Sustainability

Council, the Campus Planning and Physical Resources Committee, some hiring committees, and many other ongoing committees and

task forces.

Do all staff, regardless of type or status, have an avenue to participate in one or more governance bodies (through

direct participation or the election of representatives)?:

Yes

A brief description of the mechanisms through which all staff have an avenue to participate in one or more

governance bodies:

Most all decision-making committees at Colgate include faculty, staff, and students. Often, individuals are invited to participate on the

committee. However, the opportunity exists for individuals to volunteer to participate on committees if they have the time and inclination.

Is there at least one non-supervisory staff representative on the institution’s governing body who was elected by peers

or appointed by a representative staff body or organization?:

No

A brief description of non-supervisory staff representation on the governing body, including how the representatives

are selected:

---

Do non-supervisory staff have a formal role in decision-making in regard to the following? :




Yes or No





Budgeting, staffing and financial planning No

Communications processes and transparency practices No


A brief description of the formal staff role in regard to each area indicated, including examples from the previous

three years:

Non-supervisory staff are invited and expected to participate on most major decision-making committees as the staff perspective is highly

valued at Colgate. Recent examples where non-supervisory staff had a formal role in important institutional decision-making include the

2011 Sustainability and Climate Action Plan, 2013 Campus Master Plan, 2013 Campus Strategic Plan. Non-supervisory staff also have

ongoing roles on the Sustainability Council, the Campus Planning and Physical Resources Committee, some hiring committees, and

many other ongoing committees and task forces.

Do all faculty, regardless of type or status, have an avenue to participate in one or more governance bodies (through

direct participation or the election of representatives)?:

Yes

A brief description of the mechanisms through which all faculty (including adjunct faculty) have an avenue to

participate in one or more governance bodies:

All-faculty meetings are often participatory and include voting on important governance, policy, and procedural decisions.

Is there at least one teaching or research faculty representative on the institution’s governing body who was elected

by peers or appointed by a representative faculty body or organization?:

No

A brief description of faculty representation on the governing body, including how the representatives are selected:

---




Do faculty have a formal role in decision-making in regard to the following?:

Yes or No





Budgeting, staffing and financial planning Yes

Communications processes and transparency practices Yes


A brief description of the formal faculty role in regard to each area indicated, including examples from the previous

three years:

Faculty are integral to all operations, governance structures, and decision-making at Colgate. Faculty often chair or are expected to

participate on most major decision-making committees as the faculty perspective is highly valued at Colgate. Recent examples where

faculty had a formal role in important institutional decision-making include the 2010 Goals of a Colgate Education, 2011 Sustainability

and Climate Action Plan, 2013 Campus Master Plan, 2013 Campus Strategic Plan. Faculty also have ongoing roles on the Sustainability

Council, the Campus Planning and Physical Resources Committee, hiring committees, and many other ongoing committees and task

forces.

The website URL where information about the institution’s governance structure is available:

http://www.colgate.edu/about/people-of-colgate/board-of-trustees



http://www.colgate.edu/about/people-of-colgate/board-of-trustees


Diversity & Affordability

This subcategory seeks to recognize institutions that are working to advance diversity and affordability on campus. In order to build a

sustainable society, diverse groups will need to be able to come together and work collaboratively to address sustainability challenges.

Members of racial and ethnic minority groups and immigrant, indigenous and low-income communities tend to suffer disproportionate

exposure to environmental problems. This environmental injustice happens as a result of unequal and segregated or isolated communities.

To achieve environmental and social justice, society must work to address discrimination and promote equality. The historical legacy and

persistence of discrimination based on racial, gender, religious, and other differences makes a proactive approach to promoting a culture

of inclusiveness an important component of creating an equitable society. Higher education opens doors to opportunities that can help

create a more equitable world, and those doors must be open through affordable programs accessible to all regardless of race, gender,

religion, socio-economic status and other differences. In addition, a diverse student body, faculty, and staff provide rich resources for

learning and collaboration.

Credit

Diversity and Equity Coordination

Assessing Diversity and Equity

Support for Underrepresented Groups

Support for Future Faculty Diversity

Affordability and Access




Diversity and Equity Coordination

Responsible Party

John Pumilio



Criteria

Part 1

Institution has a diversity and equity committee, office and/or officer tasked by the administration or governing body to advise on and

implement policies, programs, and trainings related to diversity and equity on campus. The committee, office and/or officer focuses on

student and/or employee diversity and equity.

Part 2

Institution makes cultural competence trainings and activities available to all members of one or more of the following groups:

• Students

• Staff

• Faculty

• Administrators


Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or

governing body to advise on and implement policies, programs, and trainings related to diversity and equity on

campus?:

Yes

Does the committee, office and/or officer focus on one or both of the following?:

Yes or No

Student diversity and equity Yes

Employee diversity and equity Yes

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

Members of the EGP are trained in all aspects of the grievance process to:




• Provide sensitive intake and initial counseling of complaints

• Serve in a mediation role in conflict resolution

• Investigate complaints

• Act as advisers to those involved in complaints, and

• Serve on hearing panels for complaints.

EGP members also recommend proactive policies, and serve in an educative role for the

community. EGP members receive annual training organized by the Director for EEO/AA,

including a review of Colgate policies and procedures so that they are able to provide accurate information to members of the community.

All EGP members are required to attend this annual training. All administrative advisers also undergo training with the panel regardless

of whether they are formally appointed to the panel.

The full-time equivalent of people employed in the diversity and equity office:

3

The website URL where information about the diversity and equity committee, office and/or officer is available:

http://www.colgate.edu/offices-and-services/deanofthecollege/biassexualmisconductresources/equi

tygrievancepanel

Does the institution make cultural competence trainings and activities available to all members of the following

groups?:

Yes or No

Students Yes

Staff Yes

Faculty Yes

Administrators Yes

A brief description of the cultural competence trainings and activities:

Institution makes cultural competence trainings and activities available to all Colgate community members.

Equity and diversity training and Harassment training are mandatory for all Colgate community members.

The website URL where information about the cultural competence trainings is available:




http://www.colgate.edu/offices-and-services/deanofthecollege/biassexualmisconductresources/equitygrievancepanel

http://www.colgate.edu/offices-and-services/deanofthecollege/biassexualmisconductresources/equitygrievancepanel



Assessing Diversity and Equity

Responsible Party

John Pumilio



Criteria

Institution assesses diversity and equity on campus and uses the results to guide policy, programs, and initiatives. The assessment(s)

address one or more of the following areas:

1. Campus climate, e.g. through a survey or series of surveys to gather information about the attitudes, perceptions and experiences of

campus stakeholders and underrepresented groups

2. Student diversity and educational equity, e.g. through analysis of institutional data on diversity and equity by program and level,

comparisons between graduation and retention rates for diverse groups, and comparisons of student diversity to the diversity of the

communities being served by the institution

3. Employee diversity and employment equity, e.g. through analysis of institutional data on diversity and equity by job level and

classification, and comparisons between broad workforce diversity, faculty diversity, management diversity and the diversity of the

communities being served by the institution

4. Governance and public engagement, e.g. by assessing access to and participation in governance on the part of underrepresented

groups and women, the centrality of diversity and equity in planning and mission statements, and diversity and equity in public

engagement efforts

Submission Note:

http://www.colgate.edu/offices-and-services/equity-and-diversity


Has the institution assessed diversity and equity in terms of campus climate?:

Yes

A brief description of the campus climate assessment(s) :

In 2009, Colgate undertook an entire Campus Climate Study

In 2011, the university conducted a faculty and staff climate survey that included an equity and diversity section.

Has the institution assessed student diversity and educational equity?:






Yes

A brief description of the student diversity and educational equity assessment(s):

Each year the campus does a Senior survey. Diversity and equity are important aspects of the survey.

Has the institution assessed employee diversity and employment equity?:

Yes

A brief description of the employee diversity and employment equity assessment(s):

In 2011, the university conducted a faculty and staff climate survey that included an equity and diversity section.

Has the institution assessed diversity and equity in terms of governance and public engagement?:

Yes

A brief description of the governance and public engagement assessment(s):

Colgate's Office of Equity and Diversity undertake routine assessments of access and participation in governance and public engagement

for all community members. Faculty and staff are also surveyed each year.

The website URL where information about the assessment(s) is available:

http://www.colgate.edu/offices-and-services/institutionalplanningandresearch/campusclimate2009





Support for Underrepresented Groups

Responsible Party

John Pumilio



Criteria

Part 1

Institution has mentoring, counseling, peer support, academic support, or other programs in place to support underrepresented groups on

campus.

This credit excludes programs to help build a diverse faculty throughout higher education, which are covered in PA 7: Support for Future

Faculty Diversity.

Part 2

Institution has a discrimination response policy, program and/or team (or the equivalent) to respond to and support those who have

experienced or witnessed a bias incident, act of discrimination or hate crime.

Submission Note:

http://www.colgate.edu/centers-and-institutes/center-for-learning-teaching-and-research/academi

c-support-and-disability-services

http://www.colgate.edu/campus-life/clubs-and-organizations/center-for-leadership-and-student-in

volvement


Does the institution have mentoring, counseling, peer support, academic support, or other programs to support

underrepresented groups on campus?:

Yes

A brief description of the programs sponsored by the institution to support underrepresented groups:

The ALANA center - provides a home and a meeting place to support students of color and their cultural identities and histories, students,

faculty, and staff of all backgrounds are always welcome. Through sponsored programming and student organizations they challenge us



http://www.colgate.edu/centers-and-institutes/center-for-learning-teaching-and-research/academic-support-and-disability-services



http://www.colgate.edu/campus-life/clubs-and-organizations/center-for-leadership-and-student-involvement




to explore issues of inclusiveness and multiple identities.

The Counseling Center, the Office of the Chaplains, and Health Services offer confidential support and discussion about LGBTQ-related

issues. All members of the Counseling Center are trained to assist students of any sexual orientation or gender identity. Some staff have

extensive training and experience working with LGBTQ clients. Additionally, the staff have attended Safe Zone training -- an educational

program about the terminology, resources, coming out process, and experiences of those in the LGBTQ community.The LGBTQ Studies

minor program also sponsors a number of speakers and invited authors.

The Center for Leadership & Student Involvement (CLSI) staff works closely with the leadership of the Student Government Association

(SGA), the Colgate Activities Board (CAB), and more than 100 student organizations to provide numerous campus events, programs, and

projects. Rather than plan activities, CLSI advisors instead concentrate on helping student organizations in creating their own social and

educational activities.

The office of Academic Support and Disability Services is focused on making programs, facilities, and services accessible to individuals

with disabilities and has a strong commitment to opportunities for diversity and growth for the entire campus community.

Queerfest - This annual event provides LGBTQ and ally students an opportunity to network, socialize, and learn with their peers at a

conference-style program of speakers, workshops, and social events.

Family Dinner - During classes, every Tuesday at 6:00 p.m. the LGBTQ and ally community comes together to connect over a meal at

Frank Dining Hall. You and all members of the Colgate and Hamilton communities are welcome!

The website URL where more information about the support programs for underrepresented groups is available:

http://www.colgate.edu/campus-life/lgbtq/lgbtq-resources

Does the institution have a discrimination response policy and/or team (or the equivalent) to respond to and support

those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:

Yes

A brief description of the institution’s discrimination response policy, program and/or team:

Colgate University is committed to the goals of fairness and equity in all aspects of the educational enterprise, and to a learning and living

environment where all members of the community feel safe and respected. Acts of discrimination and harassment are serious violations of

Colgate community values. This policy aims to promote a Colgate community where all members can study, live, and work together in a

community characterized by mutual respect.

The website URL where more information about the institution’s discrimination response policy, program and/or

team is available:

http://www.colgate.edu/offices-and-services/deanofthecollege/biassexualmisconductresources/eono

ndiscriminationpolicy

Does the institution offer housing options to accommodate the special needs of transgender and transitioning

students?:

Yes



http://www.colgate.edu/campus-life/lgbtq/lgbtq-resources

http://www.colgate.edu/offices-and-services/deanofthecollege/biassexualmisconductresources/eonondiscriminationpolicy

http://www.colgate.edu/offices-and-services/deanofthecollege/biassexualmisconductresources/eonondiscriminationpolicy


Does the institution produce a publicly accessible inventory of gender neutral bathrooms on campus?:

Yes




Support for Future Faculty Diversity

Responsible Party

John Pumilio



Criteria

Institution administers and/or participates in a program or programs to help build a diverse faculty throughout higher education.

Such programs could take any of the following forms:

• Teaching fellowships or other programs to support terminal degree students from underrepresented groups in gaining teaching

experience. (The terminal degree students may be enrolled at another institution.)

• Mentoring, financial, and/or other support programs to prepare and encourage undergraduate or other non-terminal degree students

from underrepresented groups to pursue further education and careers as faculty members.

• Mentoring, financial, and/or other support programs for doctoral and post-doctoral students from underrepresented groups.

Submission Note:

We used to participate in the Northeast Consortium for Faculty Diversity’s Dissertation-Scholars Program program, but they were unable

to place faculty at Colgate.


Does the institution administer and/or participate in a program or programs to help build a diverse faculty that meet

the criteria for this credit?:

No

A brief description of the institution’s programs that help increase the diversity of higher education faculty:

HR has a policy of specifically targeting underrepresented groups to hire new faculty.

The website URL where more information about the faculty diversity program(s) is available :

---




Affordability and Access

Responsible Party

John Pumilio



Criteria

Part 1

Institution has policies and programs in place to make it accessible and affordable to low-income students and/or to support

non-traditional students. Such policies and programs may include, but are not limited to, the following:

• Policies and programs to minimize the cost of attendance for low-income students

• Programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds

• Programs to prepare students from low-income backgrounds for higher education (e.g. U.S. federal TRIO programs)

• Scholarships provided specifically for low-income students

• Programs to guide parents of low-income students through the higher education experience

• Targeted outreach to recruit students from low-income backgrounds

• Scholarships provided specifically for part-time students

• An on-site child care facility, a partnership with a local facility, and/or subsidies or financial support to help meet the child care needs

of students

Part 2

Institution is accessible and affordable to low-income students as demonstrated by one or more of the following indicators:

A. The percentage of entering students that are low-income

B. The graduation/success rate for low-income students

C. The percentage of student financial need met, on average

D. The percentage of students graduating with no interest-bearing student loan debt

Submission Note:

http://www.colgate.edu/centers-and-institutes/center-for-learning-teaching-and-research/office-

of-undergraduate-studies

http://www.colgate.edu/admission-financial-aid/financial-aid



http://www.colgate.edu/centers-and-institutes/center-for-learning-teaching-and-research/office-of-undergraduate-studies







Does the institution have policies and programs in place to make it accessible and affordable to low-income students?:

Yes

A brief description of any policies and programs to minimize the cost of attendance for low-income students:

Colgate is committed to meeting 100 percent of the demonstrated need of accepted students. A recent fundraising campaign generated an

additional $141 million exclusively for financial aid. Continuing to raise money for financial aid will therefore be absolutely critical.

Colgate's goal is to become need-blind in admission, and to meet 100 percent of demonstrated need for domestic applicants by 2019 (the

end point of Colgate's recently adopted 2013 Strategic Plan).

A brief description of any programs to equip the institution’s faculty and staff to better serve students from

low-income backgrounds:

Colgate does not have a program to equip faculty and staff to better serve students from low-income backgrounds.

A brief description of any programs to prepare students from low-income backgrounds for higher education:

Some students who come from low-income backgrounds are selected for Colgate’s Office of Undergraduate Studies Summer Institute--a

five-week program the summer prior to the first year that features two Colgate classes, introduction to academic support services, and

prepares students for leadership and engagement in the Colgate community. More information can be found at:

http://www.colgate.edu/centers-and-institutes/center-for-learning-teaching-and-research/office-

of-undergraduate-studies

.

A brief description of the institution's scholarships for low-income students:

All financial aid is need-based. Information on average aid awards by income is available in our print and online version of “Financing

your education: advice, insight, and resources” that can be found on our website at

http://www.colgate.edu/docs/d_admission-financial-aid_admission-publications/fin-aid_brochurefi

nal2012.pdf?sfvrsn=0

. This piece is also available in Spanish and Chinese.

A brief description of any programs to guide parents of low-income students through the higher education

experience:









http://www.colgate.edu/docs/d_admission-financial-aid_admission-publications/fin-aid_brochurefinal2012.pdf?sfvrsn=0







Colgate’s multicultural recruitment efforts include parent components at several stages of the process. While this audience is not

exclusively low income, there are many first-generation students in this group for whom financing a private education is real mystery, and

sacrifice. Our multicultural open house, held each fall, has an extensive parent component that includes a financial aid session and a

session with Colgate administrators and faculty who are all invested in helping students make a successful transition to college.

Additionally, we have had letter campaigns from parents of current students to parents of prospective multicultural students.

A brief description of any targeted outreach to recruit students from low-income backgrounds:

In addition to visiting high schools in rural and urban areas with large populations of low-income students, the Colgate admission staff

works closely with a network of community based organizations whose missions are to prepare and guide underrepresented students

through the process of applying to college and being successful once there.

We work with multiple vendors to find high-achieving high school students from a range of backgrounds. Our outreach to these students

and their parents uses both electronic and print communication to share a range of information from the broad (introductory information

about Colgate, the liberal arts, financial aid) to the specific (academic programs, pre-professional opportunities, multicultural life, special

interests).

A brief description of other admissions policies or programs to make the institution accessible and affordable to

low-income students:

All our policies can be found on the Colgate website at

http://www.colgate.edu/admission-financial-aid

.

Colgate’s admission process is designed to identify individuals of academic skill, intellectual and cultural diversity, and wide-ranging

interests and backgrounds.

Each application is read by members of the admission staff and evaluated on its own terms, relative to the entire applicant group. The

admission staff looks for demonstrated achievements and individual talents and differences. Our goal is to understand each student’s

abilities and potential, and to admit the most able and promising mix of students.

Academic achievement and intellectual potential are the primary criteria for admission. Colgate also values demonstrated leadership,

curiosity, and substantive involvement in extracurricular and community activities. The breadth and depth of a student’s interests, both in

and out of the classroom, are important factors in the admission evaluation, helping to distinguish among the majority of applicants who

demonstrate outstanding preparation for the academic challenge of Colgate.

In shaping the class, the admission staff seeks applicants representing diverse cultural, economic, racial, and geographic backgrounds

whose talents and perspectives enrich the variety of ideas and experiences in the learning community.

A brief description of other financial aid policies or programs to make the institution accessible and affordable to

low-income students:








All our policies can be found on the Colgate website at


.

Colgate is committed to meeting 100 percent of the demonstrated need of accepted students.

Many people assume that they cannot afford a private, highly selective liberal arts college such as Colgate. However, need-based

financial aid can help bridge the gap between what a family is asked to contribute and the full cost of attendance.

For students receiving Colgate grant during their first year of college our financial aid awards typically consist of grants, a modest student

loan, and a campus job opportunity, with grant funds generally representing the largest portion of the financial aid award. Students who

don't receive aid during their first year at Colgate but who become eligible for assistance in a subsequent year generally receive loans and

a job first, then grant to meet remaining need, if any.

Aid packages will usually include a Federal Direct Loan, which for 2012-13 has a fixed interest rate of either 3.4% (subsidized) or 6.8%

(unsubsidized), depending on the student's eligibility for federal aid. Some students may be offered a Federal Perkins Loan, which carries

a fixed interest rate of 5%. The type of loan received depends on a student's federal eligibility and on the availability of funds.

A campus job award can generally be earned by working between ten and twelve hours a week, which still leaves sufficient time for

academics and activities.

A brief description of other policies and programs to make the institution accessible and affordable to low-income

students not covered above:

N/A

Does the institution have policies and programs in place to support non-traditional students?:

Yes

A brief description of any scholarships provided specifically for part-time students:

---

A brief description of any onsite child care facilities, partnerships with local facilities, and/or subsidies or financial

support to help meet the child care needs of students:

---

A brief description of other policies and programs to support non-traditional students:

Colgate enrolls military service veterans into our undergraduate programs.

Does the institution wish to pursue Part 2 of this credit (accessibility and affordability indicators)?:








No

Indicators that the institution is accessible and affordable to low-income students::

Percentage (0-100)

The percentage of entering students that are low-income ---

The graduation/success rate for low-income students ---

The percentage of student financial need met, on average ---

The percentage of students graduating with no

interest-bearing student loan debt---

The percentage of students that participate in or directly benefit from the institution’s policies and programs to

support low-income and non-traditional students:

---

The website URL where information about the institution's affordability and access programs is available:

http://www.colgate.edu/docs/d_admission-financial-aid_admission-publications/fin-aid_brochurefi

nal2012.pdf?sfvrsn=0






Health, Wellbeing & Work

This subcategory seeks to recognize institutions that have incorporated sustainability into their human resources programs and policies.

An institution’s people define its character and capacity to perform; and so, an institution’s achievements can only be as strong as its

community. An institution can bolster the strength of its community by making fair and responsible investments in its human capital.

Such investments include offering benefits, wages, and other assistance that serve to respectfully and ethically compensate workers and

acting to protect and positively affect the health, safety and wellbeing of the campus community. Investment in human resources is

integral to the achievement of a healthy and sustainable balance between human capital, natural capital, and financial capital.

Credit

Employee Compensation

Assessing Employee Satisfaction

Wellness Program

Workplace Health and Safety




Employee Compensation

Responsible Party

John Pumilio



Criteria

Part 1

Institution’s employees and/or the employees of its on-site contractors are covered by sustainable compensation standards, guidelines, or

policies and/or collective bargaining agreements.

A sustainable compensation (or “living wage”) standard, guideline or policy is one that addresses wages and benefits in terms of the

ability of employees to meet basic needs. For example, a sustainable compensation policy may index hourly wages to a poverty guideline

or to local cost-of-living indicators. A labor market survey, salary survey or similar assessment may be used in conjunction with a basic

needs/cost-of-living approach, but is not sufficient on its own to count as a sustainable compensation policy.

Part 2

Institution’s employees and/or the employees of its on-site contractors receive sustainable compensation.

To earn points for Part 2 of this credit, an institution must assess employee compensation against one or more of the following:

1. A sustainable compensation standard developed or adopted by a committee with multi-stakeholder representation (i.e. its membership

includes faculty, staff, and students and may include Human Resources administrators or other parties). The standard need not be

formally adopted by the institution.

2. A sustainable compensation standard that is in use in the institution’s locality. The standard may be formal (e.g. a “living wage”

ordinance covering public employees) or informal (e.g. a standard adopted by a local, regional or national campaign).

3. An appropriate poverty guideline, threshold or low-income cut-off for a family of four.

For institutions that elect to assess compensation against a poverty guideline, threshold or low-income cut-off, sustainable compensation

is defined as wages equivalent to 120 percent of the poverty guideline for a family of four. An institution may offset up to 20 percent of

the wage criteria with employer-paid benefits that address basic needs (e.g. healthcare and retirement contributions).

Both parts of this credit are based on the total number of employees working on campus as part of regular and ongoing campus

operations, which includes:

• Staff and faculty, i.e. all regular full-time, regular part-time and temporary (or non-regular) employees, including adjunct faculty and

graduate student employees (e.g. teaching and research assistants). Institutions may choose to include or omit undergraduate student

workers.

• Employees of contractors that work on-site as part of regular and ongoing campus operations. Such contractors may include, but are

not limited to, providers of dining/catering, cleaning/janitorial, maintenance, groundskeeping, transportation, and retail services.

Construction and demolition crews and other temporary contracted employees may be excluded.




Submission Note:

Besides full-time faculty and staff, Colgate contracts with Sodexo. Sodexo employs 95 people (60 full-time; 35 part-time). All are

unionized and earning above minimum wage (including part-time employees).


Number of employees:

950

Number of staff and faculty covered by sustainable compensation standards, guidelines, or policies; and/or collective

bargaining agreements:

950

Does the institution have employees of contractors working on-site as part of regular and ongoing campus

operations?:

Yes

Number of employees of contractors working on campus:

95

Number of employees of contractors covered by sustainable compensation standards, guidelines, or policies and/or

collective bargaining agreements:

95

A brief description of the sustainable compensation standards, guidelines, or policies; and/or collective bargaining

agreements covering staff, faculty and/or employees of contractors:

Colgate’s compensation program provides salary and benefits that are competitive with the external labor market in order to attract,

retain, and motivate a diverse, talented and effective staff.

Administrative Compensation

Each administrative position at Colgate has its own salary range that is determined using data obtained through the annual College and

University Professional Association for Human Resources (CUPA-HR) Administrative Salary Surveys. These data are supplemented by

other available market data to ensure that the ranges are competitive.

Ranges are also created for positions that are unique to Colgate or for which no external data are available by comparing those positions

to other Colgate positions with similar levels of responsibility and scope for which appropriate salary ranges exist.

Technicians Pay Program

The technical staff includes those positions that require specialized knowledge or skills acquired through experience or academic or

vocational training such as computer programmers, technicians, and lab assistants.These positions are recruited from local and sometimes

regional markets. Wages for technicians are market-based using data collected by a third-party consultant. The survey group includes our




reference groups schools (many of these jobs are specific to higher education) as well as several local colleges and employers. The survey

data is updated every three to five years and is used to set unique salary ranges for each position.

The technical staff pay system also includes a five-tier title and promotion structure. Merit is incorporated into the system by providing

the opportunity for a "fast-track" promotion when a supervisor or department makes the case that based on exceptional contributions,

learned skills, or taking on significant additional duties, a given technician should be promoted earlier than the five-year interval, but at

no more frequent intervals than three years.

Support Staff Career Progression Program

The Support Staff Career Progression Program is designed to provide career growth opportunities to staff members within their current

jobs, to identify potential promotional opportunities, as well as to link pay opportunity to what individuals actually do on the job.

The foundation of this program is the Skill and Competency Model. The model establishes an individual's pay opportunity through an

assessment of skills and competencies demonstrated on the job. This ensures that the attributes and behaviors of the staff member link

with the requirements of the job.

Each support staff position has a skill band and a corresponding salary range based on an assessment of the position. This will be

reviewed annually, but will probably not change significantly unless the staff member demonstrates dramatically different levels or types

of skills and competencies.

Buildings & Grounds

The starting wages, steps, and wage increases of this group are established by union contract. Contract-negotiated salary levels are

informed by pay rates and increase percentages from local colleges also represented by SEIU Local 200 United (Syracuse University,

Hamilton College, and St. Lawrence University). We also use other local published survey data that are available.

Does the institution wish to pursue Part 2 of this credit (assessing employee compensation)?:

Yes

Number of staff and faculty that receive sustainable compensation:

950

Number of employees of contractors that receive sustainable compensation:

95

A brief description of the standard(s) against which compensation was assessed:































Buildings & Grounds




A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid regular,

full-time employees:































Buildings & Grounds




A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid regular,

part-time employees:

Recent state legislation raised the minimum wage in New York to $8.00 per hour, effective on December 31, 2013. Accordingly, the new

Minimum Wage Orders reflect this change, as well as future scheduled raises in the state minimum wage to $8.75 per hour as of

December 31, 2014, and to $9.00 per hour as of December 31, 2015.

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid temporary

(non-regular) staff:

Recent state legislation raised the minimum wage in New York to $8.00 per hour, effective on December 31, 2013. Accordingly, the new

Minimum Wage Orders reflect this change, as well as future scheduled raises in the state minimum wage to $8.75 per hour as of

December 31, 2014, and to $9.00 per hour as of December 31, 2015.

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid temporary

(non-regular, adjunct or contingent) faculty:

To calculate faculty salaries for summer work, use a maximum of 2/9 (= two months) of the academic year salary, keeping in mind that

July 1 is the date of annual salary increases.

Estimate annual salary increases at 3.1%.

Use the following rate to calculate faculty fringe benefits: 28.6% of salary.




A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid student

employees (graduate and/or undergraduate, as applicable):

Rate of pay for undergraduate students is established by our Financial Aid Department. In 2014, the rate of pay for the lowest earning

student interns was $8.55 per hour.

The local legal minimum hourly wage for regular employees:

8 US/Canadian $

Does the institution have an on-site child care facility, partner with a local facility, and/or provide subsidies or

financial support to help meet the child care needs of faculty and staff?:

Yes

Does the institution offer a socially responsible investment option for retirement plans?:

Yes

The website URL where information about the institution’s sustainable compensation policies and practices is

available:

http://www.colgate.edu/offices-and-services/working-at-colgate/compensation



http://www.colgate.edu/offices-and-services/working-at-colgate/compensation


Assessing Employee Satisfaction

Responsible Party

John Pumilio



Criteria

Institution conducts a survey or other evaluation that allows for anonymous feedback to measure employee satisfaction and engagement.

The survey or equivalent may be conducted institution-wide or may be done by individual departments or divisions. The evaluation

addresses (but is not limited to) the following areas:

• Job satisfaction

• Learning and advancement opportunities

• Work culture and work/life balance

The institution has a mechanism in place to address issues raised by the evaluation.


Has the institution conducted an employee satisfaction and engagement survey or other evaluation that meets the

criteria for this credit?:

Yes

The percentage of employees (staff and faculty) assessed, directly or by representative sample:

60

A brief description of the institution’s methodology for evaluating employee satisfaction and engagement:

In 2010, Colgate engaged the services of Baird Consulting and McKnight

Associates to help develop and administer faculty and staff climate surveys. On

March 28, 2011, surveys were distributed to all employees and responses went

directly to Baird Consulting in order to maintain anonymity. Keeping the

responses in the anonymous format, results were compiled and shared with the

president’s staff in the fall of 2011.

A Staff Climate Response Group was created to analyze survey results with an

eye to building upon the success of the many positive findings and addressing

issues that needed improvement. Bob Tyburski, Vice President, Senior Advisor,

and Secretary to the Board, chaired the committee. Members represented a

diverse cross-section of university operations and perspectives. Click here to see

the full membership.

Beginning in early 2012, the group met on a regular basis, focusing on themes




that arose from both the survey and their discussions. They included: greater

accountability and acknowledgement of achievements, staff communications,

community and campus connections, “on-boarding” of new employees,

professional development/training opportunities, and wellness.

In July 2012, the Staff Climate Response Group presented a detailed report of

findings and recommendations to President Herbst. While the report

acknowledged many positive aspects of working at Colgate, it also was very

candid about areas of concern that it had identified, and made specific

suggestions for improvement. The report also acknowledged that since the

survey was completed, a number of programs and actions had already been

implemented that were viewed as positive steps.

The group has been extremely encouraged by the institutional commitment

made by President Herbst and the senior administration to the campus survey

and their report. Throughout the fall, the group met twice with the president,

followed by several discussions among president’s staff members about the

report’s recommendations. After much thought and consideration, President

Herbst responded to committee members with an outline of actions already

underway and plans for the future.

A brief description of the mechanism(s) by which the institution addresses issues raised by the evaluation (including

examples from the previous three years):

The results of the 2009 CCLS can guide and inform institutional and individual efforts to positively impact all aspects of the campus

climate.

The year the employee satisfaction and engagement evaluation was last administered:

2,009

The website URL where information about the institution’s employee satisfaction and engagement assessment is

available:






Wellness Program

Responsible Party

John Pumilio



Criteria

Institution has a wellness and/or employee assistance program that makes available counseling, referral, and wellbeing services to all

members of any of the following groups:

• Students

• Staff

• Faculty


Does the institution make counseling, referral, and wellbeing services available to all members of the following

groups?:

Yes or No

Students Yes

Staff Yes

Faculty Yes

A brief description of the institution’s wellness and/or employee assistance program(s):

Colgate's Employee Assistance Program (EAP) is designed to help with problems related to substance abuse, marital and family issues,

financial or legal concerns, and job stress and other personal problems. The EAP provides confidential, short-term, solution-focused

counseling (usually 4 – 6 sessions) for employees and families. For longer-term counseling needs, a referral is made to appropriate

resources within the community. Your needs are matched with the most appropriate and most cost-effective resources and are coordinated

with your health insurance coverage.

The Shaw Wellness Institute features a schedule of events and programs that help Colgate staff develop skills to lead healthy, balanced

and purposeful lives. By providing information through interesting and creative means, we help develop the knowledge, skills, and

attitudes that become the foundation for a lifetime of healthy behaviors.




Focus on Fitness is an free program for employees and their spouses/domestic partners. This program works with campus partners

including the Shaw Wellness Institute, to offer a variety of quality programming to better serve the Colgate community.

http://www.colgate.edu/campus-life/sports-and-recreation/trudy-fitness-center/open-fitness-clas

ses

The website URL where information about the institution's wellness program(s) is available:

http://www.colgate.edu/docs/default-source/d_offices-and-services_working-at-colgate_work-life-

programs/employee-assistance-program-%28eap%29.pdf?sfvrsn=0



http://www.colgate.edu/campus-life/sports-and-recreation/trudy-fitness-center/open-fitness-classes







http://www.colgate.edu/docs/default-source/d_offices-and-services_working-at-colgate_work-life-programs/employee-assistance-program-%28eap%29.pdf?sfvrsn=0

http://www.colgate.edu/docs/default-source/d_offices-and-services_working-at-colgate_work-life-programs/employee-assistance-program-%28eap%29.pdf?sfvrsn=0


Workplace Health and Safety

Responsible Party

John Pumilio



Criteria

Part 1

Institution has reduced its total number of reportable workplace injuries and occupational disease cases per full-time equivalent (FTE)

employee compared to a baseline.

Part 2

Institution has fewer than 5 reportable workplace injuries and occupational disease cases annually per 100 full-time equivalent (FTE)

employees.

This credit includes employees of contractors working on-site for whom the institution is liable for workplace safety, for example workers

for whom the institution is mandated to report injuries and disease cases by a health and safety authority such as the U.S. Occupational

Health and Safety Administration (OSHA) or the Canadian Center for Occupational Health and Safety (CCOHS). Injuries and disease

cases include OSHA/CCOHS-reportable fatal and non-fatal injuries (or the equivalent) arising out of or in the course of work and cases of

diseases arising from a work-related injury or the work situation or activity (e.g. exposure to harmful chemicals, stress, ergonomic issues).

See Sampling and Data Standards, below, for further guidance on reporting injuries and disease cases.


Please enter data in the table below::


Number of reportable workplace

injuries and occupational disease

cases

3 8

Full-time equivalent of employees 1,230 1,230


Start Date End Date




Performance Year Jan. 1, 2013 Dec. 31, 2013

Baseline Year Jan. 1, 2010 Dec. 31, 2010

A brief description of when and why the workplace health and safety baseline was adopted:

In 2010, Colgate University had 8 injuries cases that resulted in lost time. In the subsequent 3 years, Colgate University has progressively

reduced there lost time injury cases. In 2013, Colgate University had only 3 injuries cases that resulted in lost time.

A brief description of the institution’s workplace health and safety initiatives:

Colgate University has a university-wide safety committee that meets quarterly to identify, evaluate, and providing mitigation solutions to

university-wide safety issues. The safety committee is also charged with the continual review of university safety and related risk

management policies, procedures, practices, and physical conditions. All student and employee injuries are investigated within 24 to

determine if corrective actions are required. The university also has a safety incentive program for quarterly performance without an

injury. The university also implemented a safety training management system to ensure all employees are receiving the required safety

training based on their job classification.

The website URL where information about the institution’s workplace health and safety initiatives is available:

http://www.colgate.edu/ehs



http://www.colgate.edu/ehs


Investment

This subcategory seeks to recognize institutions that make investment decisions that promote sustainability. Most institutions invest

some of their assets in order to generate income. Together, colleges and universities invest hundreds of billions of dollars. Schools with

transparent and democratic investment processes promote accountability and engagement by the campus and community. Furthermore,

institutions can support sustainability by investing in companies and funds that, in addition to providing a strong rate of return, are

committed to social and environmental responsibility. Investing in these industries also supports the development of sustainable products

and services. Finally, campuses can engage with the businesses in which they are invested in order to promote sustainable practices.

Throughout this subcategory, the term “sustainable investment” is inclusive of socially responsible, environmentally responsible, ethical,

impact, and mission-related investment.

Credit

Committee on Investor Responsibility

Sustainable Investment

Investment Disclosure




Committee on Investor Responsibility

Responsible Party

John Pumilio



Criteria

Institution has a formally established and active committee on investor responsibility (CIR) or similar body that makes recommendations

to fund decision-makers on socially and environmentally responsible investment opportunities across asset classes, including proxy

voting. The body has multi-stakeholder representation, which means its membership includes faculty, staff, and students and may include

alumni, trustees, and/or other parties.

Institutions for which investments are handled by the university system and/or a separate foundation of the institution should report on the

investment policies and activities of those entities.

A general committee that oversees the institution’s investments does not count for this credit unless social and environmental

responsibility is an explicit part of its mission and/or agenda.

This credit applies to institutions with endowments of US $1 million or larger. Institutions with endowments totaling less than US $1million may choose to omit this credit.


Does the institution have a formally established and active committee on investor responsibility (CIR) or similar body

that has multi-stakeholder representation and otherwise meets the criteria for this credit?:

No

The charter or mission statement of the CIR or other body which reflects social and environmental concerns or a

brief description of how the CIR is tasked to address social and environmental concerns:

We do not have one.

Members of the CIR, including affiliations and role (e.g. student, faculty, alumni):

We do not have one at this time.

Examples of CIR actions during the previous three years:

---




The website URL where information about the CIR is available:

---




Sustainable Investment

Responsible Party

John Pumilio



Criteria

There are two possible approaches to this credit; institutions may pursue one or both. Institutions for which investments are handled by

the university system, a separate foundation of the institution and/or a management company contracted by the institution should report

on the combined activities of those entities.

Option 1: Positive Sustainability Investment

Institution invests in one or more of the following:

• Sustainable industries (e.g. renewable energy or sustainable forestry). This may include any investment directly in an entire industry

sector as well as holdings of companies whose entire business is sustainable (e.g. a manufacturer of wind turbines).

• Businesses selected for exemplary sustainability performance (e.g. using criteria specified in a sustainable investment policy). This

includes investments made, at least in in part, because of a company's social or environmental performance. Existing stock in a

company that happens to have socially or environmentally responsible practices should not be included unless the investment decision

was based, at least in part, on the company's sustainability performance.

• Sustainability investment funds (e.g. a renewable energy or impact investment fund). This may include any fund with a mission of

investing in a sustainable sector or industry (or multiple sectors), as well as any fund that is focused on purchasing bonds with

sustainable goals.

• Community development financial institutions (CDFI) or the equivalent (including funds that invest primarily in CDFIs or the

equivalent).

• Socially responsible mutual funds with positive screens (or the equivalent). Investment in a socially responsible fund with only

negative screens (i.e. one that excludes egregious offenders or certain industries, such as tobacco or weapons manufacturing) does not

count for Option 1.

• Green revolving loan funds that are funded from the endowment

Option 2: Investor Engagement

Institution has policies and/or practices that meet one or more of the following criteria:

• Has a publicly available sustainable investment policy (e.g. to consider the social and/or environmental impacts of investment

decisions in addition to financial considerations)

• Uses its sustainable investment policy to select and guide investment managers

• Has engaged in proxy voting to promote sustainability, either by its CIR or other committee or through the use of guidelines, during

the previous three years

• Has filed or co-filed one or more shareholder resolutions that address sustainability or submitted one or more letters about social or

environmental responsibility to a company in which it holds investments, during the previous three years




• Has a publicly available investment policy with negative screens, for example to prohibit investment in an industry (e.g. tobacco or

weapons manufacturing) or participate in a divestment effort (e.g. targeting fossil fuel production or human rights violations)

• Engages in policy advocacy by participating in investor networks (e.g. Principles for Responsible Investment, Investor Network on

Climate Risk, Interfaith Center on Corporate Responsibility) and/or engages in inter-organizational collaborations to share best

practices


Total value of the investment pool:


Value of holdings in each of the following categories::

Value of Holdings

Sustainable industries (e.g. renewable energy or

sustainable forestry)0 US/Canadian $

Businesses selected for exemplary sustainability

performance (e.g. using criteria specified in a sustainable

investment policy)

0 US/Canadian $

Sustainability investment funds (e.g. a renewable energy

or impact investment fund)0 US/Canadian $

Community development financial institutions (CDFIs) or

the equivalent0 US/Canadian $

Socially responsible mutual funds with positive screens

(or the equivalent)0 US/Canadian $

Green revolving loan funds that are funded from the

endowment0 US/Canadian $

A brief description of the companies, funds, and/or institutions referenced above:

None.

Does the institution have a publicly available sustainable investment policy?:

No

A copy of the sustainable investment policy:




---

The sustainable investment policy:

---

Does the institution use its sustainable investment policy to select and guide investment managers?:

---

A brief description of how the policy is applied, including recent examples:

---

Does the institution's sustainable investment policy include negative screens?:

No

A brief description of the negative screens and how they have been implemented:

---

Approximate percentage of the endowment that the negative screens apply to:

---

Has the institution engaged in proxy voting, either by its CIR or other committee or through the use of guidelines, to

promote sustainability during the previous three years?:

No

A copy of the proxy voting guidelines or proxy record:

---

A brief description of how managers are adhering to proxy voting guidelines:

---

Has the institution filed or co-filed one or more shareholder resolutions that address sustainability or submitted one

or more letters about social or environmental responsibility to a company in which it holds investments during the

previous three years?:

No

Examples of how the institution has engaged with corporations in its portfolio about sustainability issues during the

previous three years:

Colgate has not engaged in this practice.




Does the institution engage in policy advocacy by participating in investor networks and/or engaging in

inter-organizational collaborations to share best practices?:

No

A brief description of the investor networks and/or collaborations:

---

The website URL where information about the institution's sustainable investment efforts is available:

---




Investment Disclosure

Responsible Party

John Pumilio



Criteria

Institution makes a snapshot of its investment holdings available to the public, including the amount invested in each fund and/or

company and proxy voting records. The snapshot of holdings is updated at least once per year.

Institutions for which investments are handled by the university system, a separate foundation of the institution and/or a management

company contracted by the institution should report on the combined activities of those entities.


Does the institution make a snapshot of its investment holdings available to the public?:

No

The percentage of the total investment pool included in the snapshot of investment holdings:

---

A copy of the investment holdings snapshot:

---

The website URL where the holdings snapshot is publicly available:

---




Innovation

Innovation

These credits recognize institutions that are seeking innovative solutions to sustainability challenges and demonstrating sustainability

leadership in ways that are not otherwise captured by STARS.

Credit

Innovation 1

Innovation 2

Innovation 3

Innovation 4




Innovation 1

Criteria

1. Innovation credits are reserved for new, extraordinary, unique, ground-breaking, or uncommon outcomes, policies, and practices that

greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit.

2. In general, innovation credits should have roughly similar impacts or be on the same scale as other STARS credits.

3. Outcomes, policies, and practices that are innovative for the institution’s region or institution type are eligible for innovation credits.

4. The innovative practice, policy, program, or outcome must have occurred within the three years prior to the anticipated date of

submission.

5. The innovative practice or program has to be something that the institution has already done; planned activities do not count.

6. The innovative practice or program should originate from an area within the defined institutional boundary.

7. An institution can only claim a particular activity as an innovation credit once. When re-submitting for a STARS rating, an innovation

credit that the institution submitted previously cannot be re-submitted. An institution that has made significant advancements to a

project or program that was previously submitted as an innovation may resubmit based on those advancements if the project or

program is still considered innovative.

8. Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g. being the first institution to

enact a policy 20 years ago that is now common) may not be claimed as innovation credits.

9. Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or

practices are related. For example, three innovative waste reduction programs in research laboratories could be listed together under a

single innovation credit for Greening Laboratories. Listing a series of unrelated accomplishments or events under a single innovation

credit is not accepted.

10. While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high

sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit. When the innovation is part of a

partnership, the summary provided must clearly describe the institution’s role in the innovation.

To help ensure that the policy, practice, program, or outcome that the institution is claiming for an innovation credit is truly innovative,

institutions must submit a letter of affirmation from an individual with relevant expertise in the associated content area. The letter should

affirm how the innovation meets the criteria outlined above.

For example, if an institution claims an innovation credit for water use reduction, the institution might solicit a letter from a hydrologist or

a water expert from another campus or organization to verify that the strategy is innovative. An innovation may be affirmed internally by

campus personnel who are independent of the policy, practice, program, or outcome. Please note that it is not required that the individual

be employed in the higher education sector to submit a letter of verification.

The letter should be specific to a single innovation credit. If an institution is claiming three innovation credits, it would solicit and submit

three separate letters, with each letter speaking to the specific innovation credit it addresses.

This credit was marked as Not Pursuing so Reporting Fields will not be displayed.




Innovation 2

Criteria






submission.





























Innovation 3

Criteria






submission.





























Innovation 4

Criteria






submission.




























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